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STATE  OFNEWYORK 
EDUCATION  DEPARTMENT 


DEDICATION 
STATE  EDUCATION  BUILDING 
B   ALBANY  OCTOBERT5  16 17 

1912 


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NEW  YORK  STATE 
EDUCATION  DEPARTMENT 


SOUVENIR  OF  THE  DEDICATION  OF  THE 
NEW  YORK  STATE  EDUCATION  BUILDING 

Albany,  October  15,  16,  1  7,  1912 


Seal  of  Education  Department 


STATE  OF  NEW  YORK 
EDUCATION   DEPARTMENT 


PREFATORY    NOTE 

This  little  book  has  been  prepared  for  the 
double  purpose  of  providing  a  souvenir  of  the 
dedication  of  the  State  Education  Building 
(October  15,  16  and  17,  1912)  and  of  affording 
our  friends  a  mere  glimpse  into  the  organiza- 
tion and  operations  of  the  New  York  State 
Education  Department.  It  is  expected  to 
follow  the  dedication  exercises  with  a  full 
report  of  all  that  transpires. 

Credit  for  gathering  and  arranging  the 
materials  for  this  publication  is  due  to  Mr 
Lloyd  L.  Cheney,  the  official  editor  of  the 
Education  Department. 

Commissioner  of  Education. 


2518t0 


The  stairway  leading  to  the  third  floor 


THE  STATE  EDUCATION  BUILDING 

HISTORICAL 

TO  find  the  inception  of  the  idea  of  the  New  York  State 
Education  Building,  one  must  look  back  to  the  unifica- 
tion of  educational  interests  of  the  State  in  1904. 
Bringing  together  under  one  organization  two  State  Education 
Departments  which  had  become  radically  separated  was  an 
epochal  achievement.  It  was  felt  that  there  ought  to  be  a 
monument  to  this  singular  accomplishment  and  that  nothing 
would  be  more  appropriate  than  a  great  state  building  which 
would  indicate  to  the  State  and  to  the  entire  world  the  interest 
which  New  York  maintains  in  both  popular  and  higher  education. 
The  need  of  a  separate  building,  however,  was  not  based 
entirely  upon  sentiment.  There  were  sufficient  reasons  of  a 
more  practical  nature.  As  the  Department  had  grown  and 
spread  out,  it  had  come  to  occupy  rooms  in  widely  separated 
parts  of  the  Capitol  and  in  other  buildings  in  different  sections 
of  the  city.  The  efficiency  of  the  Department  was  seriously 
impeded  and  unity  and  discipline  were  nearly  impossible.  Its 
priceless  collections  of  books  and  manuscripts  and  its  valuable 
museum  specimens  were  improperly  housed  and  were  in  danger 
from  fire. 

The  first  official  step  looking  toward  the  erection  of  the  new 
building  was  taken  by  the  Commissioner  of  Education,  January 
18,  1905,  when  he  addressed  to  the  Board  of  Regents  a  commu- 
nication calling  attention  to  the  inadequacy  of  the  quarters  then 
occupied,  and  suggesting  that  initiatory  steps  should  be  taken 
looking  toward  the  erection  of  a  building  to  be  devoted  exclu- 
sively to  the  State's  educational  activities.  Nothing  having 
resulted  in  the  meantime,  the  Commissioner  again  brought  the 
entire  matter  to  the  attention  of  the  Board  of  Regents  at  their 

9 


Site  of  Education  Building,  looking  east  from  Swan  street,    1907 

meeting  of  December  14,  1905.  The  Board  adopted  a  resolution 
indorsing  the  statements  of  the  Commissioner  and  appointed  a 
committee  to  consider  the  matter.  The  initial  legislative  action 
was  taken  February  14,  1906,  when  Senator  John  Raines  intro- 
duced in  the  upper  house  a  resolution  setting  forth  the 
inadequate  accommodations  of  the  Education  Department,  and 
calling  upon  the  finance  committee  to  make  inquiry  and  report 
such  recommendations  and  bill  as  it  thought  advisable.  The 
resolution  was  unanimously  adopted  and  on  March  29th  Senator 
Raines  introduced  a  bill  providing  for  the  acquisition  of  a 
site  and  the  erection  of  a  State  Education  Building.  The  bill 
provided  $3,500,000  inclusive  of  the  site.  On  April  20th  the 
Senate  finance  committee  made  a  careful  report  reviewing  the 
work  of  the  Department,  its  divisions,  its  jurisdiction,  and  its 
inadequate  quarters,  and  reported  a  carefully  revised  bill. 
This  bill  provided  a  plan  for  determining  the  architectural  design, 
and  appropriated  $3,500,000  exclusive  of  the  site.  The  bill 
passed  the  Assembly  on  the  last  day  of  the  session  and  was 
signed  by  Governor  Higgins  June  1,  1906. 

10 


Site  of  Education  Building,  looking  west  from  Hawk  street,  1907 

The  site  was  readily  determined,  the  total  cost  of  which 
was  $466,440.75.  There  was  more  difficulty,  however, 
in  selecting  an  architectural  design.  Sixty-three  designs 
were  submitted  in  the  first  competition.  The  authors  of  the 
best  ten  designs  were  asked  to  enter  a  second  competition, 
and  from  the  plans  submitted,  all  but  three  were  eliminated 
for  the  final  choice.  The  Board  of  Award  was  divided  as 
to  the  selection  of  a  classical  design  or  one  embodying  quite 
different  principles  of  architecture.  After  some  little  delay, 
the  Board  of  Award  on  May  16,  1907,  announced  the  selec- 
tion of  the  design  which  has  since  been  executed,  and  of 
which  Messrs  Palmer  and  Hornbostel  of  New  York  City  were 
the  architects. 

It  was  May  1908  before  the  finished  plans  could  be  delivered 
to  contractors  for  estimates.  There  were  about  thirty  bids  for 
the  work  or  parts  of  it,  and  on  July  10,  1908,  the  contract  for 
the  entire  work  was  awarded  to  the  R.  T.  Ford  Company  of 
Rochester  for  the  sum  of  $3,622,282.  The  work  was  actually 
commenced  July  29,  1 908,  when  the  first  cement  and  stone  were 
thrown  into  the  trench.     By  the  terms  of  the  contract  the  work 

11 


should  have  been  completed  by  January   1,  1911,  but   It   was 
continually  delayed  for  one  reason  or  another. 

Thus  the  Commonwealth  which  has  always  stood  for  the  most 
centralized  and  efficient  support  of  public  education;  in  which 
the  first  common  school  was  established;  which  was  the  first  to 
create  a  state  board  to  charter  and  supervise  colleges  and 
academies;  the  first  to  appropriate  money  to  common  schools 
and  to  establish  a  permanent  common  school  fund;  the  first  to 
create  the  office  of  State  Superintendent  of  Common  Schools 
and  a  State  Department  of  Public  Instruction;  and  the  first  to 
unify  all  its  munificent  and  innumerable  educational  activities 
under  one  administration,  is  the  first  to  erect  a  separate  building 
to  stand  exclusively  and  aggressively  for  its  concern  about  the 
intelligence  and  the  character  of  all  its  people. 

DESCRIPTIVE 
The  architectural  treatment  of  the  building  was  decided  upon 
after   much   study   and   research.      It   was   essential   that   the 
building  should  be  dignified  and  imposing,  and  that  its  archi- 


The  beginning  of  work  on  the  Education  Building,  December   18,   1908 

12 


tecture  should  be  of  a  character  to  withstand  the  changing  years. 
It  was  also  necessary  to  consider  the  location  of  the  building, 
which  faces  the  south  and  does  not  permit  its  being  viewed  in 
front  from  any  considerable  distance.  The  classical  design 
which  has  now  been  executed  was  selected  as  best  meeting  all 
the  requirements. 

The  building  has  a  frontage  of  659.6  feet  on  Washington 
avenue,  is  140  feet  wide,  and  the  wing  in  the  rear  is  190  by  165.87 
feet.  It  stands  50  feet  back  of  the  building  line,  allowing  some 
space  for  landscape  architectural  treatment.  Within  the  space 
between  the  building  and  the  street  sidewalk,  lawns,  intercepted 
by  walks,  have  been  laid  out.  A  wide  flight  of  easy  steps  leads 
to  the  main  entrance  at  the  center  of  the  building.  There  are 
other  entrances  at  either  end. 

The  main  fagade,  extending  the  entire  length  of  the  front  of 
the  building,  consists  of  a  huge  colonnade  resting  upon  a  power- 
ful stylobate;  behind  the  colonnade  is  an  arcade,  ample  in  its 
proportions  and  interesting  in  its  repetition.  The  wall  behind 
the  colonnade  is  broken  by  a  series  of  large  semicircular  openings 
which  allow  great  window  area.  The  entire  facade  is  crowned 
by  a  solid  wall  which  gives  it  unity  and  strength.  The 
columnar  treatment  is  also  carried  across  the  ends  of  the 
building.  The  materials  used  on  the  front  and  end  facades  are 
for  the  most  part  white  marble,  terra  cotta  and  gray  granite, 
the  latter  being  used  for  the  stylobate,  or  base  of  the  building. 
The  rear  walls  are  constructed  of  a  light-colored  vitreous  brick 
and  terra  cotta. 

The  basement  contains  rooms  for  service  of  all  kinds,  rock- 
cutting  plant  for  the  museum,  workshop,  janitor's  and  cleaners' 
rooms,  toilet  rooms  for  the  staff  and  for  the  public,  storage 
rooms,  shipping  rooms,  a  driveway  and  court  for  shipping 
purposes,  elevators,  ventilating,  heating  and  lighting  apparatus, 
and  the  lower  floors  of  the  great  book  stack  of  the  library. 

At  the  eastern  end  of  the  building  beginning  in  the  basement 
and  occupying  two  stories  is  the  auditorium  with  a  gallery  and 
promenade  on  three  sides.  The  stage  has  an  architectural  treat- 
ment of  four  huge  Corinthian  columns  forming  a  curved  loggia, 

13 


-•:3?«!stei.:-       

The  arcade  along  the  front  of  the  building 
14 


and  is  flanked  by  large  niches  for  pipe  organs.  The  auditorium 
is  lighted  by  twelve  large  windows  and  its  decorative  treatment 
is  in  a  modified  Greek  style.  It  has  a  seating  capacity  of  about 
nine  hundred. 

To  the  right  of  the  vestibule  at  the  main  entrance  on  the 
first  floor  is  a  massive  and  easy  staircase  leading  to  the  second 
floor  rotunda;  to  the  left  is  the  bureau  of  information.  A  broad, 
vaulted  corridor  runs  east  and  west  the  entire  length  of  the  first 
floor,  leading  to  exits  at  both  ends  of  the  building.     By  means 


The  Commissioner  s  room 


of  this  corridor  access  is  given  to  the  various  administrative 
offices  of  the  Department  which  are  located  on  this  floor.  The 
Regents  chamber,  which  is  in  the  southwest  corner,  has  walls  cf 
Indiana  limestone  and  a  carved  beam  ceiling  of  oak.  The 
Commissioner's  rooms  are  adjacent  to  the  Regents  chamber  on 
the  front  of  the  building,  and  are  treated  in  the  Tudor  style  of 
Gothic  with  mahogany  wainscoting.  Other  offices  on  the  front 
of  the  building  accommodate  the  three  assistant  commissioners, 
the  Administration  Division,  the  School  Libraries  Division,  and 


15 


the  Visual  Instruction  Division.  In  the  rear  of  the  building  on 
this  floor  are  the  Vocational  Schools  Division,  the  Law  Division, 
the  Teachers  Retirement  Fund  Board,  the  printing  section,  the 
cashier's  office,  the  storekeeper's  room,  the  Inspections  Division, 
the  Attendance  Division,  the  Statistics  Division,  the  supply, 
filing  and  mailing  rooms,  and  general  accommodations  for  clerks 
and  stenographers.  The  wing  in  the  rear  on  the  first  floor 
contains  the  continuation  of  the  book  stacks,  and  at  either  side 
the  rooms  for  manuscripts,  maps  and  charts,  and  for  cataloging 
and  accession  work. 

From  the  rotunda  on  the  second  floor,  several  striking  views 
are  presented:  to  the  north  a  great  vaulted  corridor  40  feet  in 
width,  46  feet  in  height  and  50  feet  in  length,  leading  to  the 
general  reference  reading  room;  to  the  east  a  shorter  vaulted 
corridor  leading  to  the  periodical  room  and  medical  library;  and 
to  the  west  a  similar  corridor  leading  to  the  law  and  legislative 
reference  libraries.  The  rotunda,  thus  located  at  the  intersec- 
tion of  these  vaulted  corridors,  gives  a  dominating  climax  to  the 
architectural  treatment.  Over  the  rotunda,  supported  on 
pendentives,  is  a  circular  colonnade.  This  colonnade  in  turn 
supports  a  dome  in  which  is  a  large  skylight  providing  direct 
daylight  to  the  rotunda  below.  The  rotunda  and  its  vaulted 
corridors  are  constructed  of  Indiana  limestone.  In  the  rotunda 
are  the  following  inscriptions  "  1784  1854  1904  The  University  of 
the  State  of  New  York";  "Here  shall  be  gathered  the  best 
books  of  all  lands  and  all  ages";  "This  library  aims  to  uplift 
the  State  and  serve  every  citizen";  "A  system  of  free  common 
schools  wherein  all  the  children  of  this  State  may  be  educated." 
Conveniently  arranged  between  columns,  steel  cases  afford  suit- 
able provision  for  the  most  interesting  historical  exhibits;  the 
rotunda  is  therefore  virtually  a  historical  museum.  With  its 
wings,  the  rotunda  measures  about  100  feet  by  100  feet.  The 
height  of  the  dome  above  the  second  floor  is  94  feet.  In  the 
disposition  of  the  special  libraries  (medicine,  law,  sociological 
and  technical)  an  innovation  of  a  highly  practical  character, 
involving  the  use  of  stack  rooms  in  the  center  of  the  building, 
has    been   introduced.      This    arrangement    gives    the    reading 

16 


m^iSM 


Looking  toward  the  law  library  from  the  rotunda 

rooms  the  easiest  access  possible  to  their  respective  collections  of 
books.  The  architectural  treatment  of  these  rooms  is  consist- 
ently simple  and  dignified.  The  general  reference  reading  room, 
with  its  dependencies,  occupies  practically  the  entire  north  wing. 
It  is  placed  directly  above,  and  in  immediate  connection  with, 
an  immense  stack  room  having  a  capacity  of  2,000,000  volumes. 
The  books  are  placed  in  artificially  lighted  stack  rooms,  the 
temperature,  humidity  and  ventilation  of  which  can  be  absolutely 
controlled.  The  architectural  treatment  of  the  general  reference 
reading  room  is  at  once  both  novel  and  bold.  It  consists  of 
twelve  slender  bronze  columns  supporting  a  series  of  terra  cotta 
domes.  The  walls  are  of  stone  and  the  room  receives  sunlight 
by  means  of  eleven  huge  leaded  glass  windows.  The  lateral 
dimensions  of  this  room  are  1 06  feet  by  1 30  feet  and  the  height 
of  the  domes  is  about  50  feet.  On  this  floor,  in  connection  with 
the  rooms  already  described,  are  the  necessary  dependencies: 
offices  of  the  director,  card  catalog  room,  studies,  coat  rooms, 
lavatories  etc.     On  a  mezzanine  at  the  east  end  are  the  offices  of 

17 


Museum  rooms  in  course  of  construction 


the  secretaries  of  the  State  Board  of  Medical  Examiners  and 
the  State  Board  of  Pharmacy  and  the  inspector  of  nurse 
training  schools. 

On  the  third  floor  are  the  offices  and  workrooms  of  the 
Examinations  Division,  the  Educational  Extension  Division,  the 
Public  Records  Division,  the  History  Division,  and  the  Library 
School.  The  main  reading  room  of  the  library  also  extends 
through  the  third  floor.  The  general  conference  rooms  of  the 
various  State  boards  of  examiners  are  located  upon  this  floor. 

The  fourth  floor  is  devoted  entirely  to  the  State  Museum  and 
contains  the  State  collections  in  geology,  mineralogy,  paleontol- 
ogy, entomology,  archeology,  botany  and  zoology.  These  col- 
lections will  be  housed  in  rooms  lighted  from  above.  The 
principal  room  on  the  south  side  of  the  building,  though  subdi- 
vided into  sections,  affords  a  vista  its  entire  length.  It  is  570 
feet  in  length,  50  feet  in  height  and  54  feet  in  width;  it  is  not 
equaled  in  open  and  dignified  space  by  any  other  museum  in  the 
country.  These  rooms  are  all  given  an  agreeable  architectural 
treatment.     Access  is  afforded  from  this  main  museum  to  the 


Completed  museum  rooms 


north  wing  of  the  building;  on  going  to  the  north  wing,  one 
passes  the  circular  colonnade  of  the  rotunda  before  mentioned; 
and  between  the  columns  a  comprehensive  view  of  the  rotunda 
is  afforded.  The  offices  of  the  director  of  the  museum  and  his 
assistants  are  located  on  a  mezzanine  in  the  rear,  adjacent  to 
the  exhibition  rooms. 

Not  only  is  the  building  fireproof  in  every  detail,  but  special 
provision  has  been  made  for  the  safekeeping  of  manuscripts  and 
other  valuable  relics  which  are  In  the  possession  of  the  Depart- 
ment. A  large  safety  vault,  15  by  43  feet,  with  ample 
steel  boxes  and  cases,  has  been  built  in  the  basement.  Within 
this  there  is  a  smaller  vault  of  special  construction  which  will 
be  used  for  the  safekeeping  of  the  Emancipation  Proclamation, 
Washington's  Farewell  Address,  the  Andre  papers,  the  King 
Charles  II  Charter,  the  Washington  relics  and  other  unique 
papers  and  relics. 

The  mural  paintings  which  are  to  adorn  the  grand  staircase 
and  the  rotunda  are  to  be  the  work  of  the  well-known  artist, 
Mr  Will  H.  Low.      The  general  title  of  the  paintings  is  to  be 

19 


"The  Aspiration  of  Man  for  Intellectual  Enlightenment  and 
the  Results  of  its  Attainment."  There  are  about  thirty- two 
panels  with  approximately  1730  square  feet  to  be  decorated. 
It  is  the  belief  of  the  artist  that  fifteen  of  these  spaces  may 
contain  developed  compositions  of  several  figures,  that  four  will 
permit  the  use  of  a  single  figure,  and  that  the  others  must  be 
treated  by  decorative  ornament. 

Reviewing  the  plans  as  a  whole,  attention  may  be  called 
finally  to  the  arrangement  of  practical  details;  among  these  is 
the  location  of  the  driveway  court  under  the  north  wing  of  the 
building  which  makes  the  delivery  of  books  easy  and  direct; 
the  concentration  of  lavatories  and  lockers  for  the  service  and 
for  the  public;  the  ample  provision  for  mechanical  transporta- 
tion, communication,  ventilation,  heating  and  lighting;  and  the 
thoroughness  with  which  the  construction  of  the  building 
insures  every  modern  facility  for  administration  and  assures 
every  protection  against  fire. 

Such  are  the  principal  features  of  the  State  Education  Build- 
ing: the  effort  has  everywhere  been  made  to  answer  practical 
needs,  to  conserve  space  as  much  as  possible,  to  provide  for 
future  expansion  and  to  treat  the  building  in  a  thoroughly  sane 
and  modern  spirit  alike  in  its  utilitarian  and  its  esthetic 
aspects. 


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20 


THE  PROGRESS  OF  EDUCATION  IN  NEW  YORK 


THE  real  beginning  of  New 
York's  common  school 
system  was  in  the  early 
days  of  the  colony  of  New 
Netherland.  In  1633,  only  a 
few  years  after  the  settlement 
of  the  colony,  the  first  public 
school  in  New  York,  as  well 
as  the  first  in  the  country,  was 
established  at  New  Amsterdam 
by  the  Dutch  settlers.  Under 
the  encouragement  of  the 
Dutch  other  public  schools 
were  soon  begun  in  the  towns 
near  New  Amsterdam  and 
along  the  Hudson  river  as  far 
north  as  Albany.  These 
early  schools  were  all  essen- 
tially elementary  schools.  They 
were  followed  in  time  by  sec- 
ondary schools,  and  later  came 
the  higher  institutions.  This 
order,  while  appearing  the 
logical  and  natural  one,  was 
quite  the  reverse  of  that  fol- 
lowed in  some  of  the  colonies.  In  Massachusetts,  for  instance, 
the  first  appropriations  were  for  Harvard  College. 

Under  the  English  rule  in  New  York  the  public  schools  lan- 
guished. As  the  English  had  no  elementary  school  system  at 
home,  they  naturally  were  not  interested  in  popular  education 
in  the  colonies.     During  the  century  ending  with  1775  not  a 

21 


single  legislative  act  concerning  the  elementary  schools  was 
passed  in  New  York,  and  only  two  relating  to  secondary  educa- 
tion. Yet  at  no  time  was  popular  education  entirely  discarded. 
Before  the  outbreak  of  the  Revolutionary  War  there  had  been 
established  within  the  territory  of  New  York  several  elementary 
schools,  a  few  secondary  schools,  and  Kings  College. 

After  independence.  New  York  was  first  concerned  with 
higher  education.  At  the  instigation  of  Governor  George 
Clinton  an  act  was  passed  by  the  Legislature  in  May  1784, 
creating  the  Regents  of  the  University  of  the  State  of  New 


Interior  view  of  a  typical  schoolhouse  of   1812 


York,  a  corporation  which  was  to  act  as  the  governors  of  Kings 
College  and  was  also  empowered  to  found  schools  and  colleges 
in  any  part  of  the  State.  Three  years  later  the  special  juris- 
diction of  the  Regents  as  trustees  of  Kings  College  was  with- 
drawn. The  Regents  were  empowered  to  charter  colleges  and 
to  incorporate  academies  and  to  have  supervision  over  the  same. 
Their  jurisdiction  was  from  time  to  time  enlarged  so  that  their 
work  embraced  libraries,  museums,  extension  teaching  and 
study  clubs,  as  well  as  academies  and  higher  institutions. 

22 


GIDEON  HAWLEY 

of  Albany,  N.  Y. 

Superintendent  of  common  schools  in  New  York  from   1813  to    1821,   and  the  first 

in  the  United  States;  secretary  of  the  Board  of  Regents  from    1814  to 

1841;  Regent  of  the  University  from    1842  to    1870 

From   an  oil  painting 
owned  by  the  Department 


23 


The  Regents  in  various  reports  to  the  Legislature,  the  first 
as  early  as  1787,  urged  the  establishment  of  public  elementary 
schools.  While  Governor  Clinton  suggested  the  creation  of  the 
Regents  of  the  University,  he  was  also  the  first  forcefully  to 
urge  the  establishment  of  common  schools  throughout  the 
State.  As  a  result  cf  his  message  to  the  Legislature  of 
1795,  an  act  was  passed  appropriating  £20,000  annually  for 
five  years  "for  the  purpose  of  encouraging  and  maintaining 
schools  in  the  several  cities  and  towns  cf  this  State,  in  which 
the  children  of  the  inhabitants  residing  in  the  State  shall  be 
instructed  in  the  English  language,  or  be  taught  English  gram- 
mar, arithmetic,  mathematics,  and  such  other  branches  of 
knowledge  as  are  most  useful  and  necessary  to  complete  a  good 
English  education." 

In  1811  Governor  Tompkins  was  authorized  to  appoint  five 
commissioners  to  report  a  plan  for  the  organization  and  estab- 
lishment of  common  schools.  As  a  result  of  their  report,  legisla- 
tion was  enacted  in  1812  creating  a  state  system  of  common 
schools  and  a  state  superintendent  cf  common  schools.  The 
administration  of  the  new  system  was  placed  in  charge  of 
Gideon  Hawley,  who  has  been  called  the  father  of  the  common 
school  system  in  this  State.  As  the  first  common  school  in  the 
country  was  established  in  New  York,  likewise  the  first  state 
system  of  education  was  inaugurated  by  New  York  in  1812. 

With  the  establishment  of  a  state  system  of  common  schools, 
the  educational  work  in  New  York  State  became  vested  in  two 
authorities  —  the  Regents  of  the  University,  having  jurisdiction 
over  the  academies  and  higher  education,  and  the  superintend- 
ent of  common  schools,  having  jurisdiction  over  the  elementary 
and  public  secondary  schools.  During  the  succeeding  years  the 
authority  of  each  was  from  time  to  time  extended  as  there  were 
demands  for  further  supervision  and  control  cf  the  educational 
activities  of  the  State.  Though  at  first  the  jurisdiction  of  the 
two  authorities  was  quite  distinct,  yet  as  the  educational  work 
increased  there  naturally  developed  an  overlapping  of  authority. 
As  early  as  1837  Governor  Marcy  urged  a  unification  of  the 
two  systems,  but  without  avail.      In   1854  the  State  Depart- 

24 


ment  of  Public  Instruction  was  created,  and  a  new  educational 
era  began.  The  chief  officer  was  a  superintendent  of  public 
instruction,  who  was  elected  by  joint  ballot  of  both  houses  of 
the  Legislature,  for  a  term  of  three  years,  and  who  was 
invested  with  all  the  powers  of  the  former  superintendent  of 
common  schools.  During  the  thirty  years  Immediately  preced- 
ing the  passage  of  this  law,  the  Secretary  of  State  had  also 
acted  as  superintendent  of  common  schools.  The  act  of  1854, 
making  the  Department  of  Public  Instruction  an  Independent 
agency  of  the  government  and  conferring  upon  the  superintend- 
ent ample  powers  and  authority,  was  a  distinct  step  toward 
making  New  York's  educational  system  more  efficient  and 
progressive. 

In  1869  another  effort  was  made  to  unify  the  two  great 
educational  departments  of  the  State,  but  progressed  little  fur- 
ther than  the  introduction  of  a  bill  into  the  Assembly.  Another 
bill  having  the  same  objects  in  view  was  Introduced  the  follow- 
ing year  and  was  passed  by  the  Legislature,  but  was  vetoed  by 
the  Governor. 

The  succeeding  years  up  to  1904  witnessed  the  passage  of 
many  constructive  laws  commensurate  with  the  growth  and 
extension  of  the  educational  activities  of  the  State.  The  powers 
and  authority  of  both  the  Board  of  Regents  and  the  Depart- 
ment of  Public  Instruction  increased  from  time  to  time,  but  each 
succeeding  year  showed  the  gulf  between  the  two  departments  to 
be  continually  widening.  As  time  passed,  the  people  of  the  State 
became  Interested  In  the  controversy,  and  during  the  last  years 
of  the  old  order  the  Legislature  became  deeply  engrossed  in  the 
educational  situation.  The  controversy  reached  a  culmination 
in  1904,  and  the  entire  problem  was  happily  adjusted  by  the 
passage  of  the  law,  under  the  decisive  influence  of  Governor 
Odell,  known  as  the  Unification  Act.  All  the  educational  work 
of  the  State,  Including  the  powers  and  duties  formerly  exercised 
by  the  Board  of  Regents  and  the  Department  of  Public  Instruc- 
tion, Is  now  vested  In  a  single  department,  under  the  legisla- 
tive direction  of  the  Regents  and  the  executive  direction  of  the 
Commissioner  of  Education. 

25 


The  main  stairway  to  the  second  floor 


26 


THE  NEW  YORK  STATE  EDUCATION  DEPARTMENT 

TE  New  York  State  Education  Department  is  charged 
with  the  general  management  and  supervision  not  only 
of  all  public  schools  but  of  all  the  educational  work  of 
the  State.  Its  jurisdiction  extends  in  varying  degrees  to  the 
district,  village  and  city  schools,  to  the  normal  schools,  the  col- 
leges and  universities,  the  professional  and  technical  schools, 
libraries,  museums,  study  clubs,  historical  societies,  and  other 
institutions  of  an  educational  character.  It  supervises  the 
entrance  requirements  to,  and  the  licensing  and  practice  of,  the 
professions  of  medicine,  dentistry,  veterinary  medicine,  phar- 
macy, optometry,  chiropody,  and  also  supervises  the  certifica- 
tion of  nurses,  public  accountants  and  shorthand  reporters. 
Through  the  University  of  the  State  of  New  York  it  may 
incorporate  any  university,  college,  academy,  library,  museum, 
or  other  institution  or  association  for  the  promotion  of  knowl- 
edge. 

The  Department  regularly  inspects  the  educational  institu- 
tions within  its  jurisdiction,  licenses  teachers,  sets  up  uniform 
standards  for  the  public  schools,  maintains  the  State  Library, 
the  State  Museum,  and  the  State  Library  School,  and  appor- 
tions to  the  schools  the  appropriations  annually  made  by  the 
Legislature. 

By  the  Unification  Act  of  1904  the  former  two  State  educa- 
tional departments  known  as  the  University  of  the  State  of 
New  York  (governed  by  the  Board  of  Regents)  and  the 
Department  of  Public  Instruction,  were  brought  under  one 
department  called  the  State  Education  Department.  The  Uni- 
versity of  the  State  of  New  York  was  continued  as  provided  by 
the  State  constitution,  and  the  powers  and  duties  of  the 
Regents  relating  to  higher  education  were  not  changed.  The 
offices  of  the  former  executive  officers  of  each  department, 
known  as  the  Secretary  of  the  Board  of  Regents  and  the  Super- 

27 


As  the  building  appeared  March  9,    1910 


intendent  of  Public  Instruction,  were  abolished  and  the  powers 
formerly  exercised  by  them  devolved  upon  a  new  officer  known 
as  the  Commissioner  of  Education.  The  Regents  now  act  as  a 
legislative  body  upon  all  matters  within  the  jurisdiction  of  the 
two  old  departments,  and  the  Commissioner  of  Education  acts 
as  the  executive  officer  of  the  entire  State  educational  system. 

There  are  twelve  members  of  the  Board  of  Regents,  one  of 
whom  is  elected  annually  by  the  Legislature  for  a  term  of 
twelve  years.  The  statute  provides  that  each  of  the  eight 
judicial  districts  of  the  State  shall  be  represented  upon  the 
Board.  The  first  Commissioner  of  Education  was  chosen  by 
the  Legislature,  but  since  then  he  is  chosen  by  the  Board  of 
Regents  to  serve  during  the  pleasure  of  the  Board. 

The  administration  of  the  Department  work  is  done  through 
three  Assistant  Commissioners  and  fifteen  divisions  or  bureaus. 
The  Assistant  Commissioners  have  the  same  standing,  author- 
ity, and  responsibility.  The  First  Assistant  Commissioner  has 
charge  of  higher  education,  including  matters  relating  to  uni- 
versities, colleges,  professional  and  technical  schools  and  to  the 

28 


Of         Hfc 

UNlVthBiTY 

execution  of  the  educational  laws  concerning  the  professions. 
He  conducts  the  correspondence  concerning  the  chartering  and 
registration  by  the  Regents  of  educational  institutions  and 
organizations,  and  is  charged  with  the  execution  of  the  laws 
concerning  the  eligibility  of  candidates  for  admission  to  all 
licensing  examinations  and  their  preliminary  requirements. 

The  Second  Assistant  Commissioner  has  charge  of  secondary 
education,  including  matters  relating  to  high  schools  and 
academies  and  the  training  of  teachers  therefor.  He  also  has 
supervision  of  the  State  Normal  College,  which  is  designed  to 
train  teachers  for  secondary  school  work. 

The  Third  Assistant  Commissioner  has  charge  of  elementary 
education  including  matters  relating  to  all  schools  below  the 
academic  grade.  He  also  has  general  supervision  of  matters 
relating  to  the  State  normal  schools  and  all  institutions  for 
training  teachers  for  elementary  school  work,  of  the  Indian 
schools,  and  institutions  for  the  deaf  and  blind. 

The  detailed  work  of  the  Department  is  conducted  through 
the  various  divisions,  each  presided  over  by  a  chief  who  is 
responsible  to  the  Commissioner  of  Education.  The  work 
which  the  various  divisions  assume  to  do  and  the  methods  by 
which  it  is  done  are  briefly  described  in  the  following  pages. 
THE  STATE  LIBRARY 

The  New  York  State  Library  provides  a  highly  organized 
general  reference  library  (with  special  attention  to  law,  medi- 
cine, bibliography,  Americana,  genealogy,  social  sciences,  edu- 
cation, certain  of  the  natural  sciences,  and  technology)  for  the 
free  use,  either  in  person  at  the  Library  or  through  corre- 
spondence, of  every  person  and  educational  institution  in  the 
State.  Its  democratic  purpose  has  never  been  better  stated 
than  in  the  act  establishing  it  in  1818,  which  declared  its  object 
to  be  to  found  "a  public  library  for  the  use  of  the  government 
and  of  the  people  of  the  State."  For  the  first  quarter  century 
the  Library  was  in  charge  of  a  board  of  trustees  composed  of 
various  State  officers  serving  ex  officiis.  As  it  grew  in  size  it 
became  evident  that  a  more  permanent  board  would  be  more 
effective  and  in  1 844  the  Library  was  transferred  to  the  custody 

29 


and  control  of  the  Regents  of  the  University  of  the  State  of 
New  York. 

In  its  early  years  the  Library  was  mainly  used  by  the  Legis- 
lature and  the  State  courts.  In  the  last  twenty-five  years  its 
scope  and  activities  gradually  have  been  broadened  to  meet  the 
modern  conception  of  a  state  library's  functions  until  it  now  aims 
to  be  the  center  of  all  the  library  interests  of  the  State  as  well 
as  a  library  for  every  citizen. 

It  preserves  and  makes  accessible  to  students  the  public 
manuscript  archives  of  the  State  and  welcomes  private  collec- 
tions of  letters  or  documents  which  relate  to  New  York. 

It  maintains  a  special  library  and  staff  for  the  study  of 
subjects  of  legislation,  thus  actively  aiding  the  enactment  of 
wise  laws.  For  nearly  twenty  years  it  has  compiled  and  pub- 
lished the  only  important  annual  index  and  review  of  American 
legislation.  Each  year  it  indexes  and  edits  the  new  laws  passed 
by  the  Legislature. 

To  more  than  1500  registered  libraries  and  schools  in  the 
State,  which  are  in  effect  branches  of  the  State  Library,  it  stands 
ready  to  lend  books  which  are  not  in  their  own  or  local  libraries, 
thus  supplementing  the  resources  of  every  library  in  the  State 
and  giving  to  even  the  smallest  and  poorest  of  these  a  means  of 
more  effectively  meeting  the  educational  needs  of  the  community. 
This  great  central  reserve  of  books  at  the  State  Library  serves 
as  a  reservoir  from  which  the  school,  the  small  college,  the  city 
or  village  library,  the  study  club  and,  through  any  of  these 
agencies,  the  individual  citizen,  may  draw  streams  of  knowledge 
and  power  into  the  remotest  parts  of  the  State.  The  State 
Library  assists  other  libraries  and  their  patrons  in  the  choice  of 
books  by  printing  and  distributing  freely  lists  of  the  best  books 
of  each  year;  by  the  publication  of  reading  lists  on  subjects  of 
interest;  by  advice  and  lists  of  books  given  through  correspon- 
dence and  personal  visits. 

It  distributes  thousands  of  volumes  of  the  State's  public  doc- 
uments to  libraries,  learned  societies  and  educational  institutions 
throughout  the  world.  It  lends  without  cost  good  books,  period- 
icals and  music  in  raised  type  to  any  blind  person  in  the  State. 

30 


Washington's  surveying  instruments.     Owned  by  the  State  and  in  the  custody  of 
the  Education  Department 


31 


SCIENCE  DIVISION 

The  Science  Division  includes  the  State  Museum  and  the 
various  sections  of  scientific  research  represented  by  the 
Geological  Survey  with  its  officials,  the  State  Botanist,  the 
State  Entomologist,  the  Mineralogist,  the  Zoologist,  the  Archeol- 
ogist  and  their  staffs  of  assistants. 

Historically  the  State  Museum  has  been  under  the  charge  of 
the  Board  of  Regents  since  its  inception  in  1 843,  but  the  scien- 
tific research  work  of  the  division  was  independently  organized 
in  1836  as  the  "Natural  History  of  the  State  of  New  York." 
Out  of  that  early  organization  have  grown  all  the  present 
activities  of  the  Science  Division.  This  division  has  heretofore 
devoted  the  greater  part  of  its  energies  to  the  prosecution  of 
scientific  investigations.  The  Geological  Survey  of  New  York 
dates  from  1836  and  although  the  title  is  not  now  in  common 
use,  it  has  never  been  abrogated  and  the  work  of  the  survey  is 
carried  forward  by  the  State  Geologist  and  Paleontologist.  The 
knowledge  of  the  geological  structure  in  New  York  has  now 
become  very  refined  and  it  is  probable  that  few,  if  any,  equal 
areas  in  the  world  are  as  intimately  known  geologically  as  is 
the  State  of  New  York.  The  geological  problems  presented 
have  increased  rather  than  lessened  with  the  increase  of  knowl- 
edge, and  the  activity  of  the  organization  is  as  marked  and  as 
profitable  to  the  State  today  as  it  has  ever  been. 

In  a  commercial  sense  the  geological  resources  of  New  York 
have  commonly  been  regarded  as  of  secondary  concern  but  this 
is  an  erroneous  conception.  The  mines  and  quarries  of  New 
York  are  of  great  value  and  the  output  therefrom  today 
approximates  $40,000,000  annually.  To  some  considerable 
degree  this  development  of  New  York's  geological  and  miner- 
alogical  resources  is  due  to  the  work  of  the  Geological  Survey. 

In  the  important  science  of  paleontology,  which  records  the 
succession  of  events  upon  the  earth.  New  York  has  long  been 
known  for  its  leading  position  and  influence.  The  classification 
of  the  rocks  of  New  York,  as  based  on  the  succession  of  life 
preserved  in  them,  has  been  the  generally  accepted  standard  for 
all  similar  rocks  in  the  western  hemisphere.     Problems  of  new 

32 


and  significant  character  are  constantly  presented  by  the  con- 
tinual study  of  the  rocks,  and  these  are  problems  which  have 
an  intimate  bearing  upon  the  welfare  of  the  people  in  the  con- 
struction of  public  improvements  and  the  manufacture  of  pro- 
ducts essential  to  the  comforts  of  living. 

The  work  of  the  State  Botanist  for  many  years  has  resulted 
in  an  accurate  knowledge  of  all  the  plants  of  the  State,  both  of 
high  and  low  degree,  and  the  profuse  flora  of  this  region  is  now 
intimately  understood  and  the  information  which  the  studies  of 
the  Botanist  have  adduced  has  become  a  matter  of  real  import- 
ance to  substantial  interests  in  the  State,  as  well  as  being  an 
exemplification  of  the  advance  of  botanical  knowledge. 

The  office  of  the  State  Entomologist,  established  some  thirty 
years  ago,  has  had  for  its  special  function  the  control  of  insect 
depredations  upon  the  agricultural  crops  and  the  forests  of  the 
State;  depredations  which  aggregate  an  enormous  annual  loss 
to  the  people  of  the  State.  The  work  of  this  section  of 
the  Science  Division  has  been  of  an  eminently  practical 
character,  has  devised  and  put  into  operation  various  mechanical 
modes  of  control  and,  while  not  restricted  to  these  activities 
alone,  has  by  virtue  of  them  rendered  large  practical  benefit  to 
the  public.  Insects  common  or  rare  to  the  area  of  the  State 
are  the  proper  field  of  study  for  this  section  and  the  original 
investigations  carried  on  by  it  have  resulted  in  considerable 
enlargement  of  the  knowledge  of  insect  life  and  habits. 

The  Zoologist  is  concerned  with  the  study  of  the  large  and 
lesser  animals  of  the  State,  excepting  the  insects,  and  his  work  is 
mainly  to  present  in  the  State  Museum  as  complete  a  represen- 
tation as  possible  of  the  animal  life  which  properly  belongs  to 
this  political  unit. 

The  study  of  the  aborigines  of  New  York  was  one  of  the 
earliest  activities  of  the  State  Museum,  for  among  its  earliest 
reports  are  papers  by  Lewis  H.  Morgan  and  Henry  R.  Schoolcrcif t, 
bearing  upon  the  Indian  culture  and  records  found  in  New  York. 
In  recent  years  the  position  of  Archeologist  has  been  established 
for  the  purpose  of  carrying  forward  this  work  in  a  manner  more 
commensurate  with  its  importance  to  our  history  and  by  means 

34 


Steel  work  around  the  rotunda 


of  excavations  and  surveys  to  ascertain  and  reportray  the  mode 
of  life  among  the  Indians  of  New  York,  especially  the  great 
Iroquois  Confederacy  which  had  its  home  here.  A  proper  work 
of  this  section  of  the  division  is  the  recording  of  the  traditions 
and  customs  of  the  tribes  as  ascertainable  from  their  survivors. 
The  State  Museum,  though  in  the  first  instance  regarded  only 
as  the  depository  of  the  materials  of  research  by  the  various 
scientific  officials,  has  grown  to  large  proportions  in  all  the 
departments  of  work  indicated.  It  has  never  had  a  home 
or  halls  of  display  that  were  at  all  adequate  for  its  possessions. 
As  a  consequence  of  this  the  scientific  materials  of  the  State 
have  for  a  half  century  and  more  been  hoarded  in  drawers  and 
boxes  in  several  different  buildings  and  for  the  most  part  quite 
out  of  reach  of  the  public  eye.  The  erection  of  the  Education 
Building  affords  the  first  opportunity  for  bringing  these  materials 
together  into  one  place  and  of  displaying  to  the  people  of  the 
State  an  approximately  adequate  intimation  of  the  natural 
resources  of  New  York. 

35 


ADMINISTRATION  DIVISION 

The  Administration  Division  is  charged  with  the  responsibility 
of  the  financial  and  business  affairs  of  the  Department.  The 
division  was  established  in  1907.  It  supplanted  the  old 
Accounts  Division  but  was  given  broader  administrative 
functions.  The  special  activities  of  this  division  have  to  do 
with  finances,  publications  and  printing,  and  general  supervision 
of  the  Department  staff.  The  division  prepares  the  annual 
budgets  of  the  Department  for  the  appropriation  and  supply 
bills,  certifies  to  all  budgets  before  payment,  conducts  all  corre- 
spondence with  the  Civil  Service  Commission  relative  to  new 
appointments  and  promotions  of  employees,  and  endeavors  to 
relieve  the  Commissioner's  office  of  many  matters  of  executive 
detail  both  in  correspondence  and  in  administrative  routine. 

Of  the  total  budget  of  the  Department  only  a  small  amount 
is  handled  directly  by  the  Administration  Division.  Among  the 
payments  made  directly  by  the  division  are  the  following: 
salaries  of  Department  employees  including  district  superinten- 
dents, purchase  of  books,  grants  to  libraries,  professional 
examinations,  traveling  expenses,  printing,  postage,  office 
expenses,  and  maintenance  of  Indian  schools.  The  number  of 
checks  drawn  during  the  year  in  payment  of  all  accounts 
approximates  17,000. 

The  apportionments  to  common  schools,  academic  and  union 
schools,  and  to  training  classes,  together  with  the  maintenance 
of  normal  schools,  represent  over  nine- tenths  of  the  annual 
appropriations  made  to  the  Department. 

The  Administration  Division  is  responsible  for  the  character 
and  amount  of  printing  throughout  the  Department.  This 
division,  however,  has  nothing  to  do  with  the  making  of 
contracts  for  printing  and  has  no  responsibility  in  the  auditing 
of  bills.  These  matters  are  entirely  in  the  hands  of  the  State 
Printing  Board.  The  Department  printing  is  paid  for  in  two 
ways.  The  printing  of  all  blanks  and  circulars,  including  the 
Arbor  Day  annual,  is  provided  for  by  the  appropriation  made 
to  the  Department  for  that  purpose.  The  annual  report  and 
the  bulletins  issued  in  connection  with  it  are  paid  for  from  the 

36 


legislative  printing  fund.  As  a  result  of  the  many  activities  of 
the  various  divisions  of  the  Department  the  volume  of  printing 
is  large.  The  very  character  of  much  of  the  work  of  the 
Department  necessitates  the  sending  of  a  large  amount  of 
printed  matter,  such  as  syllabuses,  circulars,  certificates  and 
blanks  to  schools,  colleges,  libraries  and  other  educational 
organizations. 

In  one  sense  the  Administration  Division  may  be  said  to  be 
the  Department  clearing  house.  Its  functions  are  not  only  to 
carry  such  responsibilities  as  are  peculiarly  its  own,  but  also  to 
render  more  efficient  every  other  division  of  the  Department 
by  increasing  the  entire  efficiency  of  the  organization  and  mak- 
ing more  effective  the  articulation  of  the  various  divisions. 
The  division  properly  performs  its  various  functions  only  when 
it  maintains  a  high  degree  of  efficiency  throughout  all  the  divi- 
sions and  enables  the  entire  Department  through  its  varied 
activities  to  be  of   the  greatest  service  to  the  entire  State. 

COMPULSORY  ATTENDANCE  DIVISION 

The  Compulsory  Attendance  Division  is  assigned  the  task  of 
carrying  into  successful  execution  throughout  the  State  the 
various  provisions  of  the  compulsory  school  attendance  law  and 
portions  of  the  child  labor  law.  The  real  function  of  the  divi- 
sion is  to  set  up  the  necessary  machinery  to  carry  the  laws  into 
successful  operation  and  to  instruct  local  school  authorities  as 
to  the  necessary  steps  to  be  taken  to  secure  the  regular  and 
complete  attendance  at  the  schools  of  all  children  within  cer- 
tain ages,  wherever  found  within  the  borders  of  the  State. 

With  this  end  in  view  it  has  been  found  necessary  to  require 
teachers  of  district  schools  to  file  each  month  with  the  district 
superintendents  a  report  of  the  attendance  of  all  the  children 
under  their  charge.  These  reports,  numbering  about  10,000, 
are  forwarded  by  the  superintendent  to  the  division.  They 
are  then  carefully  examined  to  ascertain  what  districts  are  fail- 
ing to  compel  parents  to  obey  the  provisions  of  the  statute. 
The  record  of  each  individual  district,  in  the  matter  of  enforcing 
the  attendance  law,  or  failure  to  enforce  it,  is  kept  by  means  of 

38 


Looking  toward  the  main  entrance,  from  the  second  floor 


a  card  system;  and  thousands  of  letters  are  written  to  trustees 
every  year  in  regard  to  the  poor  reports  on  file  at  this  office. 
When  the  records  show  that  trustees  have  failed  to  take  notice  of 
repeated  warnings,  the  district  is  punished  by  the  withholding 
of  one-half  its  public  school  moneys,  for  which  its  trustees  may 
personally  be  made  liable  to  the  taxpayers.  When  moneys  have 
been  withheld  from  a  school  district,  the  district  is  then  placed 
on  probation  for  a  period  of  twelve  months,  which  affords 
opportunity  for  local  school  authorities  to  execute  the  law  more 
successfully;  if  proof  is  furnished  by  subsequent  reports  that 
the  provisions  of  the  statute  are  being  obeyed,  the  order  with- 
holding school  moneys  is  vacated  and  the  money  is  turned  over 
to  the  district.  But  if  a  period  of  twelve  months  should  elapse 
before  proof  of  improvement  is  furnished,  moneys  withheld 
revert  to  the  State. 

To  aid  in  the  enforcement  of  these  laws  there  are  appointed 
annually  in  the  various  school  districts  of  the  State  over  three 
thousand   paid   officers,  known   as   attendance   officers,    whose 

39 


H 


duty  it  is  to  render  all  possible  assistance  to  teachers  and 
trustees  in  the  matter  of  compelling  parents  to  have  their  chil- 
dren in  school  as  the  statute  directs.  When  necessary,  these 
officers  are  required  to  take  legal  proceedings  against  delinquent 
parents  and  arraign  them  in  court  for  prosecution.  It  further 
devolves  upon  these  officers  at  times  to  arrest  truant  children 
and  return  them  to  their  parents  or  to  the  school  from  which 
they  are  truant,  or  see  that  they  are  committed  to  correctional 
institutions.  Much  time  and  labor  is  expended  by  the  division 
in  encouraging  and  directing  these  officers,  and  not  infrequently 
is  the  division  compelled  to  order  their  summary  removal. 

The  enforcement  of  the  attendance  law  in  cities  is  left  to  a 
great  extent  in  the  hands  of  the  local  superintendents,  but  the 
division  keeps  in  close  touch  with  the  situation  in  cities  and 
villages  by  means  of  reports  of  visits  filed  by  the  Department 
inspectors.  In  the  future  it  is  planned  to  require  monthly 
attendance  reports  from  principals  of  all  city  schools,  except 
those  in  Rochester,  Buffalo  and  New  York. 

DIVISION  OF  EDUCATIONAL  EXTENSION 

The  object  of  this  division  is  to  expand  the  work  of  the 
schools  by  promoting  the  free  use  of  good  books  by  all  the 
people  of  the  State.  It  is  concerned  with  public  libraries, 
traveling  libraries  and  study  clubs. 

By  its  field  workers  and  by  correspondence  the  division  is 
expected  to  reach  every  existing  public  library,  to  come  into 
personal  touch  with  managers  and  officers,  to  learn  at  first 
hand  the  conditions  of  their  work  and  to  encourage  and  aid 
them  in  every  possible  way. 

In  any  locality  where  no  public  collection  of  books  is  avail- 
able this  division  seeks  either  to  place  a  traveling  library  or  to 
establish  a  permanent  public  library.  Its  representatives  visit 
any  place  where  such  a  library  is  or  may  be  proposed,  explain 
the  law,  offer  the  liberal  aid  and  advice  of  the  State,  suggest 
methods  of  operation,  seek  to  develop  local  interest  and  press 
the  matter  to  a  successful  conclusion. 

41 


After  incorporation  and  official  inspection  a  library  may 
be  registered  as  maintaining  a  proper  library  standard  and  thus 
become  entitled  to  certain  privileges  and  grants  of  money 
offered  by  the  State. 

In  the  course  of  establishment,  incorporation  and  registry  the 
libraries  come  under  State  supervision  and  are  thereafter  offi- 
cially visited  from  year  to  year.  Such  repeated  visitation 
assures  the  office  that  the  proper  standard  is  maintained, 
arouses  fresh  interest  and  imparts  a  clearer  understanding  of 
the  best  methods  in  library  work.  It  also  supplies  an  official 
record  of  all  the  libraries. 

More  prolonged  attention  is  given  to  individual  libraries  by 
two  library  organizers  attached  to  the  division.  These  are 
expert  librarians  who  are  ready  to  give  to  any  new  or  small 
library  two  weeks  of  service  in  arranging  and  cataloging  books 
with  instruction  and  aid  to  local  workers.  This  service  is  also 
extremely  fruitful  in  awakening  new  interest  in  all  that  relates 
to  the  library  and  in  opening  new  fields. 

The  division  also  serves  the  libraries  in  arranging  and  con- 
ducting each  year,  in  cooperation  with  the  New  York  Library 
Association,  a  series  of  about  thirty  institute  and  round  table 
meetings.  These  bring  together  in  all  parts  of  the  State  small 
groups  of  librarians  and  trustees  for  mutual  acquaintance, 
comparing  notes,  discussing  methods  and  receiving  skilled 
instruction. 

All  libraries  are  required  by  law  to  report  annually  and 
these  reports,  numbering  1389  in  the  year  191 1,  are  received  by 
this  division  and  a  summary  of  the  results  is  submitted  to  the 
Legislature  and  published. 

The  State  distributes  $35,000  a  year  in  sums  of  $100  or  less 
to  registered  free  libraries  for  buying  approved  books.  The 
necessary  applications,  allotments,  accounts  and  enforcement  of 
conditions  are  in  charge  of  this  division. 

The  division  has  in  its  charge  a  stock  of  about  50,000  vol- 
umes from  which  hundreds  of  traveling  libraries  are  annually 
sent  out.  Some  of  these  libraries  are  in  fixed  groups  of 
twenty-five  or  fifty  books  each,  intended  for  general  reading. 

42 


'g~r-ww  V  ar"    *J 


Some  of  the  detail  at  the  top  of  the  colonnade 


43 


The  Regents  chamber 


Many  more,  selected  from  time  to  time  to  accompany  the 
study  of  special  subjects,  are  sent  to  study  clubs. 

Any  five  persons  in  the  State  desiring  to  hold  ten  meetings, 
covering  a  period  of  ten  weeks,  for  the  study  of  an  approved 
subject,  may  be  registered  as  a  study  club  and  receive  the  aid 
of  this  division  in  preparing  its  program  and  selecting  books  to 
be  purchased  and  lent  by  the  State. 

The  division  also  prepares  and  issues  four  times  a  year 
•'  New  York  Libraries,"  a  periodical  of  thirty-two  pages  devoted 
to  the  interests  of  the  libraries  of  the  State.  Every  number 
contains  articles  contributed  by  experienced  workers  in  this 
peculiar  field,  editorial  columns,  notes  from  the  office  and  news 
from  the  libraries.  Select  lists  of  books  on  special  subjects  fre- 
quently appear.  This  publication,  begun  in  1907,  is  proving  to 
be  of  vital  importance  as  an  official  organ  of  communication 
with  the  scattered  libraries. 

Another  line  of  service  is  the  aid  offered  in  the  preparation 
of  plans  for  library  buildings.  Any  inquiry  in  regard  to  the 
selection  of  books,  library  methods,  questions  of  library  law  or 

44 


any  other  library  matter  Is  cordially  received  and  answered 
according  to  the  best  authority  which  the  division  can  com- 
mand. 

EXAMINATIONS  DIVISION 

The  Examinations  Division  is  charged  with  the  conducting  of 
examinations,  the  keeping  of  records  and  the  issuance  of 
credentials  based  thereon.  Examinations  are  conducted  in  the 
elementary  and  secondary  schools  of  the  State  in  preliminary 
and  in  academic  subjects;  at  designated  centers  in  the 
State  in  subjects  required  for  teachers  certificates;  and  at 
designated  centers  in  the  subjects  required  for  licensure  and 
certification  in  the  several  professions  under  the  direction  of 
the  Department. 

The  preliminary  and  academic  examination  questions  are 
prepared  by  a  committee  of  teachers,  school  officers  and  Depart- 
ment officials  appointed  by  a  State  Examinations  Board  and  are 
subject  to  revision  by  a  special  committee.  The  questions  thus 
prepared  are  edited  and  printed  by  the  division  and  distributed 
on  request  to  practically  all  the  schools  of  the  State.  Such 
examinations  are  held  in  January  and  in  June  each  year.  The 
subjects  cover  the  entire  elementary  and  secondary  school  field. 
The  ratings  of  the  schools  are  accepted  by  the  Department 
upon  all  elementary  papers,  and  preliminary  certificates  showing 
the  completion  of  the  preacademic  course  are  issued,  upon  the 
requisition  of  the  schools,  to  all  successful  candidates.  About 
32,000  such  certificates  are  issued  each  year.  In  the  discretion 
of  the  Commissioner  of  Education  the  ratings  of  the  schools  are 
accepted  upon  practically  all  the  academic  papers  covering  the 
first  two  years  of  the  high  school  course.  All  other  academic 
papers,  numbering  about  300,000  annually,  are  actually  rated 
by  the  division.  Pupils  who  pursue  the  regular  high  school 
course  and  earn  seventy-two  counts  in  Regents  examinations  as 
prescribed,  receive  an  academic  diploma.  This  diploma,  of 
which  about  five  thousand  are  issued  each  year,  meets  the 
statutory  requirements  for  admission  to  the  study  of  any  pro- 
fession in  the  State  and  in  a  slightly  different  form  is  issued  as 
a  college  entrance  diploma. 

45 


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Teachers  certificates  are  issued  partially  as  a  result  of 
Regents  examinations  in  the  schools  and  partially  as  a  result  of 
special  examinations.  Under  prescribed  regulations  the  classes 
of  certificates  issued  are  as  follows:  temporary;  elementary; 
academic;  first  grade;  rural  school  renewable;  state  limited; 
state;  training  class;  training  school;  special  —  known  as  kin- 
dergarten, drawing,  vocal  music,  commercial,  stenographers, 
elocution,  domestic  art,  domestic  science,  manual  training; 
temporary  normal,  normal  diploma,  college  graduate  limited, 
college  graduate  professional  provisional,  college  graduate  pro- 
fessional, college  graduate  life,  trades  schools.  All  papers 
written  by  candidates  for  teachers  certificates  are  rated  by  the 
division  and  all  licenses  are  issued  directly  or  through  district 
superintendents  and  city  superintendents. 

Question  papers  for  all  professional  examinations  are  pre- 
pared by  boards  of  examiners  appointed  by  the  Regents. 
There  are  now  boards  of  examiners  in  medicine,  dentistry, 
pharmacy,  veterinary  science,  nurse  training,  optometry, 
accountancy  and  shorthand  reporting.  The  question  papers 
submitted  by  these  boards  are  printed  by  the  division  and  the 
examinations  are  conducted  by  it.  The  answer  papers  are 
then  sent  to  the  members  of  the  professional  boards  who  know 
the  candidates  only  by  number  and  who  rate  the  papers  and 
return  the  result  to  the  division,  which  then  issues  licenses  to 
the  successful  candidates.  All  correspondence  in  relation  to  the 
preliminary  and  professional  requirements  for  admission  to 
these  professional  examinations  is  conducted  by  the  division. 
As  has  been  indicated,  the  statutory  basis  of  admission  to  the 
study  of  the  professions  is  graduation  from  an  approved  four-year 
high  school  course  or  the  equivalent.  The  Department  main- 
tains one  other  large  avenue  for  the  admission  of  candidates  to 
the  study  of  the  professions  in  the  form  of  a  special  academic 
examination  which  is  held  three  times  a  year  in  Albany, 
Buffalo,  New  York  and  Syracuse.  The  largest  examination 
occurs  in  New  York  City  where  there  are  frequently  hundreds 
of  candidates.  The  question  papers  are  the  same  as  those  used 
in  the  regular  Regents  academic  examination.     The  examina- 

47 


tion  is  conducted  directly  by  the  division  as  is  also  all  corre- 
spondence in  relation  to  it. 

The  division  has  available  at  all  times  complete  records  con- 
cerning all  candidates  who  have  been  admitted  to  professional 
examinations  under  existing  statute  and  complete  academic 
records  of  all  pupils  who  have  ever  taken  Regents  examina- 
tions in  the  schools  of  the  State  and  also  complete  records  of 
all  teachers  examinations  and  all  teachers  licenses  issued. 


Washington  relics  owned  by  the  State  and  in  the  custody  of  the  State  Education  Depart- 
ment.    In  the  group  are  included  a  pistol  presented  by  General  Lafayette, 
drawing  instruments,  gold  watch  chain  with  two  seals,  button 
from  his  dress  coat  and  table  napkin 

DIVISION  OF  HISTORY 

The  office  of  State  Historian  was  established  in  1895.  Octo- 
ber 1,  1911,  by  legislative  enactment,  the  office  became  a  part 
of  the  Education  Department,  becoming  its  Division  of  His- 
tory. Its  head  was  denominated  State  Historian  and  Chief  of 
the  Division  of  History. 

An  erroneous  impression  prevails  that  the  State  Historian  is 
a  general  recorder,  or  diarist,  of  the  doings  of  the  State  in  and 
through  its  official  departments.  As  a  matter  of  fact  the 
activities  of  this  official  have  always  been  rather  closely  pre- 

48 


scribed  by  law.  Under  the  present  arrangement  the  functions 
of  the  Division  of  History  are,  subject  to  the  regulations  of  the 
Regents,  to  collect,  collate,  compile,  edit  and  prepare  for  publi- 
cation all  official  records,  memoranda  and  data  relative  to  the 
colonial  wars,  War  of  the  Revolution,  War  of  1812,  Mexican 
War  and  War  of  the  Rebellion,  together  with  all  official 
records,  memoranda  and  statistics  affecting  the  relations 
between  this  Commonwealth  and  foreign  powers,  between  this 
State  and  other  states  and  between  this  State  and  the  United 
States. 

Heretofore  the  Historian's  office  has  been  practically  a  pub- 
lishing bureau,  wherein  certain  manuscript  records  of  the  State 
were  selected,  copied,  annotated,  explanatory  introductions  pre- 
pared and  the  material  thus  obtained  printed  and  distributed. 
Several  volumes  have  thus  been  prepared  and  published  during 
the  past  fifteen  years.  At  the  present  time  the  division  is 
engaged  in  the  preparation  of  a  publication  to  be  entitled  "The 
Papers  of  Sir  William  Johnson,"  which  fortunately  had  been 
partially  prepared  before  the  Capitol  fire.  This  material  is 
being  collated  as  far  as  possible  with  the  remaining  Johnson 
manuscripts,  which  were  badly  riddled  by  the  fire.  The  His- 
torian's office  has  always  been  used  as  a  bureau  of  historical 
information  and  research  by  historians  and  the  public,  and  all 
inquiries  of  a  historical  nature  are  referred  to  it  by  the  other 
State  departments.  Questions  are  answered  as  fully  and  com- 
pletely as  the  limited  time  and  equipment  at  the  command  of 
the  division  will  permit. 

A  strong  effort  is  being  made  by  the  division  to  interest  the 
schools  of  the  State  in  the  history  of  New  York,  and  it  is 
expected  that  much  good  will  result  from  this  new  movement. 

Several  legislative  acts  looking  toward  the  preservation  of 
historic  memorials  have  received  the  attention  of  the  division, 
resulting  in  definite  action  in  several  cases. 

With  the  removal  of  the  various  divisions  into  the  Education 
Building,  allowing  a  closer  cooperation  and  greater  coordina- 
tion of  the  historical  work  of  the  Library,  the  State  Arch- 
ivist, and  the  Division  of  Records  with  the  Division  of  History, 

49 


it  is  expected  that  the  scope  of  this  division  will  be  greatly 
increased  and  that  with  work  planned  and  being  formulated  its 
usefulness  to  the  State  will  be  greater  than  ever  before. 

INSPECTIONS  DIVISION 

The  work  of  the  Inspections  Division,  as  its  title  implies,  lies 
chiefly  in  inspecting  and  reporting  upon  those  educational  insti- 
tutions over  which  the  Department  has  jurisdiction.  This  is 
accomplished  through  the  frequent  visitation  of  the  thirteen 
inspectors  attached  to  the  division.  The  work  of  three  of 
these  is  restricted  to  special  fields  as  follows  :  (a)  the  inspec- 
tion of  commercial  schools  and  commercial  departments  of  high 
schools  ;  (b)  the  inspection  of  school  buildings  and  the  exami- 
nation of  plans  for  new  buildings,  and  for  remodeling  or  repair- 
ing buildings,  at  an  expense  of  over  $500,  except  in  cities  of  the 
first  and  second  classes;  and  (c)  the  inspection  of  schools  for 
defectives,  for  Indians,  and  in  State  prisons. 

Each  of  the  ten  other  inspectors  is  assigned  to  the  group  of 
related  subjects  in  which  he  is  best  fitted  to  represent  the 
Department  as  a  specialist  both  in  the  field  and  in  the  office. 
In  addition  to  the  special  assignment,  each  of  these  inspectors 
is  allotted  one  of  the  several  districts  into  which  the  State  is 
divided  for  inspection  purposes  and,  in  this  territory,  is  held 
responsible  for  the  general  inspection  of  all  secondary  schools, 
professional  schools,  technical  schools,  colleges  and  universities, 
in  so  far  as  inspection  is  essential  to  the  enforcement  of  the 
special  provisions  of  the  Education  Law  and  of  the  rules  of  the 
Board  of  Regents.  Under  the  former,  particular  attention  is 
given  to  the  enforcement  of  the  statutes  relating  to  compulsory 
education,  proper  sanitation,  and  fire  protection ;  violations  of 
these  statutes  are  reported  to  the  division  for  such  action  as 
conditions  may  render  necessary.  The  rules  of  the  Board 
of  Regents  to  which  the  especial  attention  of  the  inspector 
is  directed  are  those  relating  to  courses  of  study,  standards  of 
instruction,  adequate  equipment  for  work,  and  apportionment 
of  academic  moneys.  It  is  further  incumbent  upon  the 
inspectors  to  report  on  conditions  relating  to  general  organiza- 

50 


tion,  discipline  and  instruction  in  all  such  institutions,  and  in 
all  their  grades  and  departments. 

The  Inspections  Division  carries  on  all  correspondence  rela- 
tive to  the  construction,  remodeling  and  repairing  of  school 
buildings;  in  regard  to  recommended  changes  in  the  general 
organization  and  methods  of  instruction  and  discipline  of 
schools;  and  as  to  the  selection  of  apparatus  and  of  general 
school  equipment.  It  also  passes  upon  all  applications  for  the 
apportionment  of  school  funds  toward  the  purchase  of  school 
apparatus.  In  general,  then,  the  work  of  the  division  is  to 
bring  the  schools  and  Department  into  close,  sympathetic,  and 
effective  contact. 

LAW  DIVISION 

The  chief  of  the  Law  Division  acts  as  attorney  for  the 
Commissioner  of  Education,  the  State  Education  Department 
and  the  Board  of  Regents  in  all  actions  or  proceedings  insti- 
tuted by  or  against  them  in  the  courts.  Appeals  and  pro- 
ceedings before  the  Commissioner  of  Education  brought  under 
article  34  of  the  Education  Law  are  referred  to  this  division 
for  examination.  Reports  as  to  the  law  and  the  facts  at 
issue  therein  are  submitted  to  the  Commissioner  of  Educa- 
tion, and  decisions  are  rendered  by  him. 

Communications  and  inquiries  coming  to  the  Department  as 
to  the  legality  of  acts  and  proceedings  of  school  district  meet- 
ings, boards  of  education,  trustees  and  other  school  authorities 
are  submitted  to,  and  passed  upon  by,  this  division.  The 
division  also  considers  and  advises  as  to  all  questions  involving 
the  interpretation,  force  and  effect  of  the  Education  Law,  other 
statutes  relating  to  education,  the  Regents  rules,  and  decisions 
and  rulings  of  the  Commissioner  of  Education.  The  chief  of 
the  division  acts  as  the  legal  adviser  of  the  Commissioner 
of  Education,  the  Education  Department  and  the  several 
divisions  thereof,  and  the  boards  of  medical,  dental,  veterinary 
and  other  professional  examiners. 

NEW  YORK  STATE  LIBRARY  SCHOOL 
The  New  York  State  Library  School  was  the  first  institution 
ever    established    for    the    professional    training    of    librarians. 

52 


ff-f  t-^j   J  ^-1^^*11^    lit^*tJ    f'-^t^  Ae^r/i,i^  l-'/i-exA^/^t-Kt-u-'/iAjcJ^ 
/♦•^      //ilUv^     U  tAji  ei/<~^,     /{'tnJ/4'    <;/ru^</    I'l^^V    //ijo  iC/y^rU 


A  page  of  the  original  draft  of  the  Emancipation  Proclamation  in  the  handwriting 
of  President  Lincoln,  which  is  owned  by  the  State  and  in  the 
custody  of  the   State  Education  Department 

53 


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,^ >i^(/ti ? tea fnefi/ ^2^//if^r / A^r/Af ,  >t ~ 

t^j  &tVirf  '^4'/C'^?^ an^  ^i-'jf  f'>//Cr^. 

'^  tyu '/  -J:^  /rji Oi-r  A'l^ n  //u  A.': /  v       , 
/>./ /At  y^^f^/c-,/A<?/fA/    'ii',,t.r^,i 


V.  9/  i/f'  I A  A  f7A/7.^//u  <.;  V  /  )  ..- , .       ^^? 

<:       '    *•  '■'.<.'  .A-     >       ^  -  ■ 


A  page  of  the  original  constitution  of  New  York  (1777), 
in  the  custody  of  the  State  Education  Department 


54 


Started  in  1887  in  connection  with  the  library  of  Columbia 
College,  it  was  removed  in  1889  to  the  New  York  State  Library 
at  Albany  with  which  it  has  ever  since  been  closely  affiliated, 
the  director  of  the  State  Library  being  also  director  of  the 
Library  School  and  its  faculty  mainly  active  members  of  the 
State  Library  staff. 

A  high  professional  standard  is  maintained.  Admission  is 
limited  to  graduates  of  colleges  registered  by  the  State  Education 
Department  and  a  rigid  two-year  course  of  study  must  be 
completed  to  obtain  the  degree  of  bachelor  of  library  science 
(B.L.S.)  which  the  Regents  of  the  University  of  the  State  of 
New  York  grant  to  graduates  of  the  school.  On  account  of  the 
technical  character  of  the  work  only  a  limited  number  of 
students  can  be  admitted  at  any  one  time.  The  needs  of  the 
smaller  libraries  are  cared  for  in  the  annual  six-weeks'  summer 
session  in  which  elementary  but  thorough  instruction  is  given  to 
applicants  already  in  library  work. 

Nearly  four  hundred  young  men  and  women  of  New  York 
State  have,  as  regular  or  summer  students,  received  professional 
training  here  and  by  far  the  greater  part  of  the  principal  public 
and  college  libraries  of  the  State  have  at  some  time  had  the 
services  of  librarians  or  assistants  trained  at  the  school.  A  large 
number  of  staff  assistants  of  the  State  Library  who  have  also 
received  training  in  special  lines  of  library  work  through 
partial  courses  in  the  school  are  giving  expert  service  in  other 
departments  of  the  State  service. 

In  addition  to  what  it  has  done  for  its  own  State,  the  school 
has  a  national  and  even  an  international  reputation,  and  students 
have  come  to  it  from  all  parts  of  the  United  States,  from 
Canada,  Australia  and  from  every  Teutonic  nation  of  Europe 
with  the  exception  of  Austria.  Its  former  students  hold 
positions  in  an  even  greater  range  of  territory  and  in  all  kinds 
of  libraries.  The  outlines  and  published  bulletins  relating  to 
the  school's  work  are  in  constant  demand  from  instructors  in 
other  library  schools  and  library  apprentice  classes,  many  of 
which  trace  their  origin  directly  to  the  New  York  State  Library 
School  and  have  always  been  in  charge  of  its  graduates. 

55 


pse^^ 


faaiajaafcMKJ^°^T^ 


A  view  of  the  west  end  of  the  Elducation  Building 


DIVISION  OF  PUBLIC  RECORDS 

The  office  of  Supervisor  of  Public  Records  was  created  by  the 
Legislature  of  1911.  On  October  1st  of  that  year  the  office 
became  a  part  of  the  Education  Department,  being  designated 
the  Division  of  Public  Records. 

The  division  Is  charged  with  the  duty  of  examining  Into  the 
condition  of  the  records,  manuscripts  and  papers  which  are  kept 
and  filed  In  the  several  public  offices  of  the  counties,  cities, 
towns,  and  villages  of  the  State.  It  also  has  similar  powers 
over  the  records  which  are  required  by  law  to  be  kept  by  any 
public  body,  board.  Institution  or  society  created  under  any 
law  of  the  State  In  any  of  Its  political  divisions.  The  division's 
jurisdiction  does  not  extend  to  the  counties  of  Kings  and  New 
York. 

The  Education  Department,  through  the  Division  of  Public 
Records,  also  has  exclusive  supervision,  care  and  control  of  all 
public  records  and  papers  of  any  board.   Institution  or  society 

56 


now  extinct  or  which  becomes  extinct,  unless  such  supervision 
is  otherwise  lawfully  provided  for.  The  division  provides  for 
the  restoration  and  preservation  of  such  records,  and  may 
make  certified  copies  of  the  originals.  The  officers  of  any 
political  division  of  the  State  or  of  any  society  or  institution 
may  transfer  to  the  Education  Department  for  safe-keeping 
and  preservation  any  records  or  documents  not  in  general  use. 
The  division  has  found  upon  investigation  that  the  condi- 
tion of  the  public  records  throughout  the  State  is  deplorable, 
little  or  no  attention  having  been  paid  to  the  matter  by  the 
local  officials.  The  division  is  engaged  in  an  inspection  and 
examination  of  these  records  and  the  conditions  under  which 
they  are  kept.  In  a  large  number  of  instances  there  is  no 
adequate  fire  protection,  and  the  division  is  attempting  to  cor- 
rect such  delinquencies.  This  work  is  proceeding  concurrently 
with  personal  visits  to  the  various  political  divisions  of  the 
State  for  the  verifying  of  the  reports  now  on  record  ;  for  the 
extension  of  the  division's  information  as  to  the  minor  record- 
making  and  record-keeping  offices  ;  and  for  promoting  general 
publicity  regarding  public  records. 

SCHOOL  LIBRARIES  DIVISION 

For  more  than  a  half  century  the  State  has  interested  itself 
in  school  libraries  and  has  contributed  largely  to  their  upbuild- 
ing and  support.  Considerably  more  than  a  hundred  thousand 
dollars  is  appropriated  to  that  work  each  year. 

The  School  Libraries  Division  was  created  when  the  unifica- 
tion of  the  two  school  systems  of  the  State  took  place  In  1904, 
and  since  that  time  it  has  directed  the  school  library  move- 
ment. 

The  State  allows  each  common  school  district  $18  each  year, 
and  $2  additional  for  each  teacher  employed  for  the  full  school 
year,  provided  the  district  raises  an  equal  amount  and  the 
whole  sum  is  expended  for  books,  maps  and  globes  that  are 
approved  by  the  School  Libraries  Division.  The  school  dis- 
tricts may  raise  a  smaller  amount  than  that  mentioned  above 
if  they  so  desire  and  have  it  duplicated  by  the  State.     There  is 

57 


The  approach  to  the  Education  Building 


58 


no  compulsion  in  the  matter  and  a  school  district  need  not 
raise  any  money  for  the  purposes  named  unless  it  wishes  to  do 
so,  but  in  that  case  the  State  makes  no  allotment  of  money  to 
the  district  for  library  purposes. 

Union  school  districts  maintaining  an  academic  department 
are  entitled  to  $268  each  year,  plus  $2  for  each  teacher 
employed,  subject  to  the  same  conditions  imposed  upon  com- 
mon school  districts.  In  like  manner  any  city  may  draw  as 
many  times  $250  as  the  number  of  high  schools  maintained  by 
it,  plus  $2  for  each  teacher  employed  in  the  city  system. 

Until  recently  the  School  Libraries  Division  has  of  necessity 
contented  itself  with  making  sure  that  the  books  purchased 
were  satisfactory  in  themselves,  and  that  the  maps  and  globes 
were  properly  constructed.  Whether  the  books  and  apparatus 
were  best  suited  to  the  particular  district  making  the  purchase, 
the  division  had  no  means  of  knowing.  It  often  happened  that 
those  making  the  purchase,  through  lack  of  experience,  were 
not  capable  of  making  the  best  choice.  The  problem  now 
before  the  division  is  to  see  that  the  money  expended  is  spent 
to  the  best  advantage  and  that  the  books  and  apparatus  pur- 
chased are  properly  used.  The  change  in  the  Education  Law 
providing  for  the  election  of  district  superintendents  who  have 
had  professional  training,  and  whose  territory  is  small  enough 
to  make  efficient  supervision  possible,  opens  the  way  for  more 
effective  work  in  the  use  of  library  books  and  apparatus  in 
rural  schools  than  has  heretofore  been  possible.  This  division 
has  prepared  and  distributed  among  the  districts  of  the  State 
an  annotated,  graded,  classified  and  priced  list  of  books  suit- 
able for  elementary  school  libraries  and  it  hopes  to  prepare  a 
similar  list  for  the  use  of  libraries  in  secondary  schools.  It  is 
believed  that  in  the  near  future  the  school  libraries  are  to  be  a 
much  larger  factor  in  the  work  of  education  than  has  been  the 
case  in  the  past. 

STATISTICS  DIVISION 

The  work  of  the  Statistics  Division  consists  chiefly  in  gath- 
ering and  compiling  statistics  for  all  the  educational  activities 
under  the  jurisdiction  of  the  Department  and  in  apportioning 

59 


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the  public  moneys  to  the  schools  of  the  State  and  keeping  an 
accurate  record  of  the  same.  In  gathering  the  statistics, 
blanks  are  prepared  and  distributed  to  10,500  school  districts, 
900  academic  departments  and  academies,  126  colleges  and 
universities,  10  normal  schools,  129  training  schools  for  nurses 
and  121  other  institutions  and  associations.  These  report 
blanks  call  for  the  value  of  property,  the  number  of  teachers 
employed,  the  number  of  students  registered,  the  financial 
transactions  and  other  matters  of  general  interest.  The  data 
gathered  from  these  reports  make  over  230  printed  pages. 

The  public  money  for  distribution  to  the  public  schools  is 
divided  into  two  funds.  One  amounting  to  approximately  five 
million  dollars  is  distributed  to  the  cities  and  school  districts 
maintaining  schools  for  at  least  160  days  each  year  as  follows: 
to  each  city  and  school  district  having  a  population  of  five 
thousand  or  more  and  employing  a  superintendent  of  schools 
a  supervision  quota  of  $800;  to  each  school  district  with  an 
assessed  valuation  of  $20,000  or  less  a  district  quota  of  $200; 
between  $20,000  and  $40,000,  $175;  between  $40,000  and 
$60,000,  $150;  and  over  $60,000,  $125.  Districts  employing 
two  or  more  teachers  are  also  given  as  many  teachers'  quotas 
of  $100  each  as  the  number  of  extra  teachers  employed.  To 
each  city  or  school  district  maintaining  a  vocational  school  a 
quota  of  $500  for  the  principal  teacher  and  $200  for  each 
additional  teacher  is  granted.  There  is  annually  appropriated 
$125,000  for  training  classes  and  schools.  Out  of  this  sum  a 
quota  of  $700  is  given  to  each  union  school  district  which 
maintains  a  training  class  and  the  balance  is  divided,  on  the 
basis  of  the  attendance,  among  the  cities  of  the  State  which 
maintain  training  schools. 

The  academic  fund  amounting  to  $650,000  is  distributed  as 
follows:  to  each  nonsectarian  academic  department  a  quota  of 
$100;  to  each  public  academic  department  $20  a  year  for  each 
nonresident  pupil  living  in  a  school  district  which  does  not 
maintain  an  academic  department,  provided  such  pupil  has  been 
instructed  in  the  school  for  at  least  thirty-two  weeks  during  the 
year;  to  each  nonsectarian  academic  department  and  to  each 

61 


common  school  district  an  amount  equal  to  that  raised  from 
local  sources  up  to  a  certain  limit  for  the  purchase  of  books, 
apparatus  and  pictures;  the  balance  of  this  appropriation  is 
distributed  to  all  academic  departments  on  the  basis  of  the 
attendance  of  pupils. 

The  Statistics  Division  also  prepares  copy  for  and  supervises 
the  distribution  of  about  twenty  thousand  copies  of  the  school 
register  each  year.  All  contracts  between  school  districts  for 
the  education  of  their  pupils  are  filed  with  this  division  as  are 
also  all  papers  showing  the  organization  of  union  free  school 
districts. 

DIVISION  OF  VISUAL  INSTRUCTION 
The  Division  of  Visual  Instruction  collects,  organizes  and 
lends  for  free  instruction  to  the  educational  institutions  and 
organizations  of  the  State  lantern  slides  and  mounted  photo- 
graphic prints;  lends  large  framed  wall  pictures  for  schoolroom 
decoration,  and  passes  on  such  pictures  when  purchased  by  a 
school,  recommending  an  apportionment  of  State  money  to  pay 
one-half  the  cost  of  the  same,  if  approved;  and  likewise  recom- 
mends an  apportionment  of  money  toward  the  purchase  of 
approved  projection  apparatus. 

The  general  recognition  of  the  fact  that  the  mind  grasps  more 
clearly  and  firmly  what  is  perceived  through  the  eye  has  led  to 
the  common  use  of  visual  aids  to  instruction,  but  to  have  much 
educational  value  pictures  must  be  used  with  definite  purposes 
in  mind,  must  be  selected  with  reference  to  their  intrinsic  worth, 
and  must  be  so  grouped  as  to  aid  the  formation  of  an  orderly 
mental  image.  The  selection  and  organization  of  pictorial 
reproductions  and  graphic  representations,  therefore,  receives 
special  attention.  As  opportunities  are  offered  suggestions  are 
made  concerning  the  most  efficient  manner  of  using  such 
material  in  formal  instruction. 

The  quality  of  photographic  reproductions  counts  for  much. 
The  first  aim  is  to  secure  the  best  possible  original  photographic 
negative  of  each  object  chosen.  From  such  negative  enough 
copies  of  slides  and  photographs  are  made  to  supply  the  demand 
from  the  many  borrowers  throughout  the  State. 

62 


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The  New  York  State  Education  Department  thus  undertakes 
to  do  for  its  institutions  what  it  would  be  impossible,  on  account 
of  the  cost  and  labor  involved,  for  any  one  of  them  to  do  for 
itself.  Illustrations  are  provided  for  a  wide  range  of  subjects: 
architecture,  sculpture,  painting,  geography  and  travel,  history, 
literature,  physiography,  engineering  works,  industrial  activities, 
trade  and  transportation. 

In  the  field  of  schoolroom  decoration  the  aim  is  to  stimulate 
through  excellent  reproductions  an  increased  interest  in  the 
study  of  works  of  artistic  merit,  to  establish  a  high  standard 
of  quality  in  such  reproductions  and  to  encourage  communities 
to  provide  schoolroom  walls  that  conform  in  all  respects  to  the 
most  cultured  taste.  Attention  is  paid  not  alone  to  the 
selection  of  subjects  for  decoration  but  quite  as  much  to  tint- 
ing of  walls,  framing  and  hanging  of  pictures  and  to  the 
placing  of  these  and  other  decorative  elements  with  reference  to 
filling  wall  spaces  in  a  pleasing  manner. 

The  established  rule  of  lending  is  that  the  borrower  has  the 
use  of  the  slides,  photographs  or  wall  pictures  on  payment  of 
the  cost  of  transportation  merely  and  on  condition  that  they 
are  used  only  for  absolutely  free  instruction.  The  number  of 
slides  lent  annually  to  study  clubs,  libraries,  schools  and  higher 
institutions  is  approximately  one  hundred  thousand.  From 
eight  hundred  to  one  thousand  wall  pictures  are  constantly  out 
on  loan.  About  ten  thousand  mounted  photographs  are  lent 
each  year,  chiefly  to  libraries  and  study  clubs.  The  demand 
for  such  aids  is  steadily  growing. 

DIVISION  OF  VOCATIONAL  SCHOOLS 

This  division  was  organized  September  1908  and  to  it  were 
assigned  the  duties  incident  to  the  establishment,  organization 
and  management  of  industrial,  agricultural,  trade  and  home- 
making  schools,  which  receive  special  apportionments  of  State 
school  moneys.  Within  the  field  of  this  division  are  the  sub- 
jects of  drawing,  handwork,  cooking  and  sewing  for  the  elemen- 
tary schools;  and  drawing,  manual  training,  agriculture  and 
household  arts  for  the  secondary  schools. 

65 


The  New  York  State  Library  School 


Courses  in  vocational  subjects  are  outlined  in  the  syllabuses 
for  elementary  and  secondary  schools.  In  the  elementary 
school,  these  courses  are  entitled  to  have  their  work  considered 
as  one-half  the  value  of  the  work  required  in  these  subjects  in 
the  academic  course,  and  on  completing  the  required  number  of 
hours  in  such  subjects  after  entering  the  high  school,  the  pupils 
are  entitled  to  receive  the  full  academic  credit  allowed.  Local 
courses  of  study  in  these  subjects  are  approved  by  this  division 
and  an  inspection  of  the  results  is  assigned  to  it. 

There  are  three  types  of  vocational  schools  mentioned  in  the 
Education  Law.  First,  general  industrial  schools;  second,  trade 
schools;  third,  schools  of  agriculture,  mechanic  arts  and  home- 
making. 

The  general  industrial  school  is  intended  to  explore  through 
various  kinds  of  vocational  work  the  industrial  capacities  of 
children,  and  assumes  that  a  pupil  leaves  it  with  some  knowl- 
edge of  and  some  preparation  for  the  work  he  intends  to  do. 
It  provides  that  five-twelfths  of  the  school  program  for  two 
years  shall  be   given   over   to   shop,    laboratory   and   drawing 

66 


instruction  and  that  the  remaining  seven-twelfths  be  devoted  to 
book  studies  which  are  related  as  far  as  possible  to  the  indus- 
trial studies.  Shop,  laboratory  and  drawing  work  varies  accord- 
ing to  the  sex. 

The  trade  school  naturally  follows  the  general  industrial 
school  type  of  vocational  education.  It  teaches  specific  trades 
after  the  pupils  have  had  thorough  vocational  experience  and 
have  decided  upon  their  future  work.  This  type  of  school 
absolutely  abandons  any  specific  instruction  in  the  so-called 
liberal  studies.  All  the  culture  which  the  pupil  receives  comes 
directly  from  his  trade  instruction.  Each  particular  trade  taught 
forms  a  school  unit  in  itself  and  the  subjects  grouped  around  it 
are  taught  by  the  teacher  of  that  trade.  About  nine-twelfths 
of  the  school  program  is  given  over  to  shop  practice. 

The  schools  of  agriculture,  mechanic  arts  and  homemaking 
are  organized  in  village  high  schools  where  many  nonresident 
pupils  from  rural  districts  are  enrolled.  Agriculture  is  not 
introduced  merely  as  a  single  line  of  study,  but  refers  to  a 
group  of  related  studies  forming  in  itself  a  scheme  of  education 
continuing  for  four  years  and  having  the  distinct  vocational 
purpose  looking  toward  farming  as  an  occupation.  Courses  of 
study  are  flexible  and  adapted  to  local  agricultural  conditions. 
The  work  attempts  to  bring  together  the  school  science  and  the 
farm  practice  —  to  have  in  the  school  the  "why"  and  on  the 
farm  the  "how."     This  course  may  also  be  adapted  for  girls. 

Four-year  vocational  courses  in  the  high  school  apart  from 
the  trade  courses  already  mentioned,  have  been  so  developed 
that  pupils  may  elect  vocational  studies  from  the  secondary 
course  of  study  and  group  them  so  as  to  lead  to  the  fulfilment 
of  a  vocational  purpose  as  definite  as  in  the  case  of  college 
preparatory  studies.  Five-twelfths  of  the  weekly  program  is 
given  over  to  vocational  studies  and  seven-twelfths  of  the 
program  meets  the  requirements  for  those  studies  in  the 
academic  syllabus  which  are  primarily  liberal.  The  Depart- 
ment grants  an  academic  diploma  to  pupils  who  successfully 
complete  this  course. 


67 


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NOTEWORTHY  MANUSCRIPTS  AND  RELICS  IN  THE 
CUSTODY  OF  THE  EDUCATION  DEPARTMENT 

Charter  of  the  Colony  from  Charles  II  to  the  Duke  of  York, 
1664 

Duke's  Laws,  1664-65 

Dongan  Laws,  1683-84 

Original  Constitution  of  the  State  of  New  York,  1 777 

Original  Constitution  of  the  State  of  New  York,  1821 

Original  Constitution  of  the  State  of  New  York,  1846 

Original  Proposed  Constitution  of  the  State  of  New  York, 
1867-69;  rejected  except  sixth  article 

Original  Constitution  of  the  State  of  New  York,  1 894 

Original  Journal  of  the  Proceedings  of  the  Convention  of  the 
State  of  New  York  to  ratify  the  proposed  constitution  of  the 
United  States,  held  at  Poughkeepsie,  June  17 — July  26,  1788 

Original  Ratification  of  the  proposed  Constitution  of  the 
United  States  by  the  State  of  New  York  in  convention 
assembled  at  Poughkeepsie,  July  26,  1 788 

Autographs  of  all  signers  of  the  Declaration  of  Independence 

Papers  taken  from  the  boots  of  Major  John  Andrd,  adjutant 
general  of  the  British  Army  in  the  Revolutionary  War 

Original  of  Washington's  opinion  of  the  surviving  generals  of 
the  Revolution,  written  in  the  winter  of  1791-92,  after  the  defeat 
of  General  St  Clair  by  the  Indians  in  the  autumn  of  1791 

Original  draft  of  Washington's  Farewell  Address,  written  in 
the  spring  of  1796 

Tabulated  statement  of  Washington's  household  expenses 
in  1789 

Autograph  draft  of  President  Lincoln's  First  Emancipation 
Proclamation,  September  22,  1862 

Map  of  the  Colony  of  Rensselaerswyck  of  about  1632 

69 


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Commissions  to  Philip  Schuyler  as  major  general  in  the 
Continental  Army,  1775,  and  as  surveyor  general  of  the  State 
of  New  York,  1781 

Patent  of  the  Colony  of  Rensselaerswyck,  1685,  New  York 
Council  Minutes,  1668-1783 

Washington  relics,  including  a  pistol  presented  by  General 
Lafayette,  gold  watch  chain  and  two  seals,  compass,  tripod  and 
other  surveying  implements,  table  napkin,  button  from  his  dress 
coat,  etc. 


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A  page  ot  the  Journal  of  the  proceedings  of  the  New  York  State 

convention  to  ratify  the  proposed  Constitution  of  the  United 

States,  held  at  Poughkeepsie  June  I  7-July  26,  1  788 

71 


IMPORTANT  DATES   IN  THE  HISTORY  OF 
EDUCATION   IN  NEW  YORK 

1633     First  public  school  established  in  New  Amsterdam. 

1702  Passage  of  an  act  encouraging  the  establishment  of  a 
grammar  free  school  in  New  York  City. 

1754  Kings  College  (now  Columbia  University)  chartered  by 
George  II. 

1 784     Act  creating  the  gospel  and  school  lands  passed. 

1 784  The  Regents  of  the  University  of  the  State  of  New  York 
incorporated. 

1786     Literature  fund  established. 

1795     Office  of  town  inspector  of  schools  created. 

1795  First  act  appropriating  money  for  the  support  of  com- 
mon schools  passed  by  the  Legislature.  The  act  pro- 
vided that  £20,000  should  be  appropriated  annually  for 
five  years. 

1801  A  law  passed  to  raise  the  sum  of  $100,000  by  lotteries, 
to  be  used  for  school  purposes. 

1805  Passage  of  an  act  ordaining  that  500,000  acres  of  the 
vacant  and  unappropriated  lands  of  the  State  should 
be  sold  and  the  proceeds  made  a  permanent  school 
fund. 

1812  A  law  passed  creating  a  State  system  of  common 
schools,  under  the  direction  of  an  officer  known  as  the 
superintendent  of  common  schools. 

1818     State  Library  established. 

1821  Office  of  state  superintendent  of  common  schools,  as  a 
separate  department,  abolished  and  its  duties  delegated 
to  the  secretary  of  state. 

1834  Teachers  training  classes  established  in  one  academy  in 
each  of  the  eight  judicial  districts. 

1836  State  Museum  organized  as  the  "Natural  History  of  the 
State  of  New  York." 

72 


A  view  looking  toward  the  Capitol  and  showing  the  progress  of  repairs  made 
necessary  by  the  fire  of   1911 


73 


1841      County    superintendents    of    schools    appointed.      Office 

abolished  six  years  later. 
1843     Office    of     town    superintendent    of     schools     created. 

Abolished  in  1856. 

1843  First  teachers  institute  in  the  United  States  held  at  Ithaca. 

1844  First  normal  school  in  the  State  established  at  Albany. 
1847     Schools  for  Indians  established. 

1853     Union  free  schools  established  throughout  the  State. 

1853  First  compulsory  education  law  passed. 

1854  State  department  of  public  instruction  created. 
1856     Office  of  school  commissioner  created. 

1863     Second  normal  school  established  at  Oswego. 

1863     First  University  convocation  held. 

1865     Cornell  University  scholarships  established. 

1865     Regents  preliminary  examinations  first  held. 

1867     Rate    bills    abolished.       Schools    became    wholly    free 

throughout  the  State. 
1878     Regents  examinations  in  academic  subjects  first  held. 
1888     Uniform    examinations    for    state    teachers    certificates 

adopted. 
1888     Arbor  Day  established. 
1890     State  Normal  School  at  Albany  given  power  to  confer 

degrees,  and  became  the  State  Normal  College. 
1895     Passage  of  the  flag  law. 
1895     Article  adopted  in  the  constitution  that  the  Legislature 

shall   provide   for   the   maintenance   and   support   of    a 

system  of  free  common  schools. 
1904      Passage  of  the  law  unifying  the  two  educational  systems 

of  the  State. 

1911  Office    of    school    commissioner    abolished    and    district 
superintendents  created. 

1912  State  Education  Building  completed  and  dedicated. 


-'  ■■r.-V.y.v,. 


74 


STATISTICAL  INFORMATION 

The  figures  given  below  are  taken  from  the  Seventh  Annual  Report  of  the  Education  Department  (191  I) 

Attendance  at  elementary  schools 

Attendance  at  secondary  schools 

Attendance  at  normal  schools  and  teachers  training  classes 

and  schools 
Attendance  at  higher  institutions 
Attendance  at  all  other  schools 
Number  of  teachers  in  elementary  schools 
Number  of  teachers  in  secondary  schools 
Number  of  teachers  in  normal  schools  and  teachers  training 

classes  and  schools 
Number  of  teachers  in  higher  institutions 
Number  of  teachers  in  other  schools 
Graduates  of  secondary  schools 
Graduates  of  normal  schools  and  teachers  training  classes 

and  schools 
Graduates  of  higher  institutions 
Value  of  elementary  school  property 
Value  of  secondary  school  property 
Value  of  normal  school  property 
Value  of  higher  institutions'  property 
Value  of  other  school  property 
Expenditures  for  elementary  schools 
Expenditures  for  secondary  schools 
Expenditures  for  higher  institutions 
Expenditures  for  normal  schools  and  teachers  training  classes 

and  schools 
Expenditures  for  other  schools 

Expenditures  for  teachers'  salaries  in  public  schools 
Number  of  public  schoolhouses 
Number  of  school  districts 
Number  of  public  secondary  schools 
Number  of  academies 

Number  of  degree-conferring  colleges  and  universities 
Number  of  schools  of  theology 
Number  of  schools  of  law 
Number  of  schools  of  education 

75 


1  315  275 

174  337 

10  853 

40  918 

374  986 

38  473 

6  832 

512 

4  789 

2  991 

12  437 

3  059 

5  184 

$171  155  030 

56  209  041 

2  604  233 

132  684  749 

1  137  335 

45  190  382 

12  870  240 

16  770  226 

849  567 

1  184  297 

36  169  810 

12  094 

11  777 

710 

170 

35 

15 

9 

5 

Number  of  schools  of  medicine  14 

Number  of  schools  of  dentistry  3 

Number  of  schools  of  pharmacy  5 

Number  of  schools  of  veterinary  medicine  2 

Number  of  schools  of  optometry  2 

Number  of  nurse  training  schools  129 

Number  of  schools  of  engineering  8 

Number  of  schools  of  art  4 

Number  of  schools  of  music  6 

State  normal  schools  10 

State  normal  college  1 

Teachers  training  schools  15 

Teachers  training  classes  89 

Number  of  public  libraries  484 
Volumes  in  public  school  libraries  3  169  793 
Number  of  trees  planted  on  Arbor  Day,  1890-191 1                            357  278 


7 '■  \  /^   7 


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Major  Andre's  pass,  owned  by  the  State  and  in  the  custody  of  the  Education  Department 


76 


Program  of  the  Dedication  of  the  New  Yorl^ 
State  Education  Building 

TUESDAY.  WEDNESDAY  AND  THURSDAY 
OCTOBER  15,  16  AND  17,  1912 


TUESDAY.  OCTOBER  15th 


Three  p.  m. 


Informal  gathering  in  Library  reading  room  (228) 
for  registration  and  greetings 

Libraries  and  museums 

Opening  remarks  by  Hon.  Whitelaw  Reid 

Ambassador  to  Great  Britain  and  Chancellor 
of  the  University  of  the  State  of  New  Yorli 

Libraries: 

Address  by  Dr  John  Christopher  Schwab 
Librarian  of  Yale  University  Library 

Museums: 

Address  by  Prof.  Henry  Fairfield  Osborn 

President  of  the  American  Museum  of  Natural 
History 

Eight- fifteen  p.  m. 

Elementary  and  secondary  schools 

Elementary  schools: 

Address  by  Dr  William  H.  Maxwell 

Superintendent  of  Schools,  New  York  City 

Secondary  schools: 

Address  by  Dr  William  J.  S.  Bryan 

Assistant  Superintendent  of  Instruction  in 
charge  of  high  schools,  St  Louis,  Mo. 

WEDNESDAY.  OCTOBER  16th 

Ten  a.  m. 

Educational  extension  and  private  schools 

Educational  Extension: 

Address  by  Dr  Charles  Richard  Van  Hise 

President,  University  of  IVisconsin 
78 


WEDNESDAY.  OCTOBER  16th  {continued) 

Private  schools: 

Address  by  Dr  William  Starr  Myers 

Assistant  Professor  of  History  and  Politics, 
Princeton  University 
Three  p.  m. 

Universities  and  professional  schools 
Universities: 

Address  by  Dr  Nicholas  Murray  Butler 
President,  Columbia  University 

Professional  Schools: 

Address  by  Dr  Henry  S.  Pritchett 

President,  Carnegie  Foundation,  New  Yor/z  City 

The  Value  of  Historical  Studies  to  the  Higher  Learning: 

Address  by  Canon  H.  Hensley  Henson 

IVestminster  Abbey,  London 


Eight  p.  m. 


Reception 


A  reception  will  be  given  to  all  invited  guests  by  the 
Governor  and  the  Regents  of  the  University  and 
State  officials,  with  accompanying  ladies.  This  will 
be  held  in  the  rotunda  of  the  Education  Building 
from  8  to  1 1  o'clock. 

THURSDAY,  OCTOBER  17th 

Ten  a.  m. 

Presentation  of  delegates 

Formal  presentation  of  delegates  from  institu- 
tions 

Three  p.  m. 

Dedicatory  exercises 

Remarks  by  Chancellor  Whitelaw  Reid 

Presentation  of  the  building  to  the  Board  of 
Regents  by  Governor  John  Alden  Dix  on  be- 
half of  the  State 

Acceptance  of  the  building  by  Vice  Chancellor 
St  Clair  McKelway  on  behalf  of  the  Board 
of  Regents 

Dedicatory  address  by  Dr  Andrew  S.  Draper, 
Commissioner  of  Education 

Brief  congratulatory  addresses  by  former  Gov- 
ernors Benjamin  B.  Odell,  jr,  and  Horace 
White 

79 


NEW  YORK  STATE  EDUCATION  DEPARTMENT 
The  Board  of  Regents 

The  Regents  of  the  University  of  the  State  of  New  York  in  office  at 
least  a  part  of  the  time  the  State  Education  Building  has  been  under  con- 
struction are  Whitelaw  Reid,  Chancellor,  St  Clair  McKelway,  Vice  Chan- 
cellor, William  Nottingham,  Pliny  T.  Sexton,  T.  Guilford  Smith',  Albert 
Vander  Veer,  Chester  S.  Lord,  Daniel  Beach,  Charles  A.  Gardiner',  Charles 
S.  Francis,  Edward  Lauterbach,  Eugene  A.  Philbin,  Lucian  L.  Shedden', 
Francis  M.  Carpenter,  Lucius  N.  Littauer,  Abram  L  Elkus,  and  Adelbert 
Moot. 

Commissioner  of  Education 

ANDREW  S.  DRAPER  LL.B.  LL.D. 

Assistant  Commissioners 

AUGUSTUS  S.  DOWNING  M.A.  L.H.D.  LL.D.  First  Assistant 

CHARLES  F.  WHEELOCK  B.S.  LL.D.  Second  Assistant 

THOMAS  E.  FINEGAN  M.A.  Pd.D  LL.D.  Third  Assistant 

Director  of  State  Library 

JAMES  I.  WYER,  JR,  M.L.S. 

Director  of  Science  and  State  Museum 

JOHN  M.  CLARKE  Ph.D.  D.Sc.  LL.D. 

Chiefs  of  Divisions 
Administration,  GEORGE  M.  WILEY  M.A. 
Attendance,  JAMES  D.  SULLIVAN 

Educarional  Extension,  WILLIAM  R.  EASTMAN   M.A.  M.L.S. 
Examinations,  HARLAN  H.  HORNER  B.A. 
History,  JAMES  A.  HOLDEN  B.A. 
Inspections,  FRANK  H.  WOOD  M.A. 
Law,  FRANK  B.  GILBERT  B.A. 
Library  School.  FRANK  K.  WALTER  M.A.  B.L.S. 
Pubhc  Records,  THOMAS  C.  QUINN 
School  Libraries,  SHERMAN  WILLIAMS  Pd.D. 
Statistics.  HIRAM  C.  CASE 
Visual  Instruction,  ALFRED  W.  ABRAMS  Ph.B. 
Vocational  Schools.  ARTHUR  D.   DEAN  B.S. 

The  total  number  of  employees  in  the  State  Education  Department 
October  1,  1912,  was  322. 

The  Trustees  of  Public  Buildings 

The  State  public  buildings  at  Albany  are  under  the  supervision  of  the 
Trustees  of  Public  Buildings.  Those  in  office  at  least  a  part  of  the  time 
during  the  progress  of  the  Education  Building  are  Governors  Frank  Way- 
land  Higgins',  Charles  Evans  Hughes,  Horace  White,  John  Alden  Dix; 
Lieutenant  Governors  Matthew  Linn  Bruce,  Lewis  Stuyvesant  Chanler, 
Horace  White,  Thomas  F.  Conway;  Speakers  of  the  Assembly  James  W. 
Wadsworth,  jr,  Daniel  D.  Frisbie,  Edwin  A.  Merritt,  jr. 

During  the  same  period  the  State  Architects  have  been  George  L.  Heins, 
Franklin  B.  Ware  and  Herman  W.  Hoefer. 


80 


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HE  cover,  but  not  including  the  bronze  medallion 
over  the  main  entrance  to  the  State  Education 
Building,  was  designed  by  Mr  Royal  Bailey 
Farnum  of  the  State  Education  Department. 

HE  typography,  presswork  and  binding  were 
executed  by  J.  B.  Lyon  Company  of  Albany. 


81 


Looking  up  into  the  dome  of  the  rotunda 


82 


V 


UNIVERSITY  OF  CALIFORNIA   LIBRARY 
BERKELEY 

THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 

STAMPED  BEXiOW 

Books  not  returned  on  time  are  subject  to  a  fine  of 

a.?^^^^°'^"^^,''^*®''  ^^^  *^'rd  day  overdue,  increasing 

to  $1.00  per  volume  after  the  sixth  day.     Books  not  in 

deniand  may  be  renewed  if  application  is  made  before 

expiration  of  loan  period. 


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